D O S S I E R E D I T O R I a L Plurality, Diversity and Multiculturalism
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Model Minority: Asian American Students and the Relationships
The Vermont Connection Volume 31 Think Globally, Act Locally, Care Personally: Connecting Personal and Professional Article 16 Discoveries in Student Affairs January 2010 The oM del Minority: Asian American Students and the Relationships Between Acculturation to Western Values, Family Pressures and Mental Health Concerns Nathan Panelo Follow this and additional works at: https://scholarworks.uvm.edu/tvc Part of the Higher Education Administration Commons Recommended Citation Panelo, Nathan (2010) "The odeM l Minority: Asian American Students and the Relationships Between Acculturation to Western Values, Family Pressures and Mental Health Concerns," The Vermont Connection: Vol. 31 , Article 16. Available at: https://scholarworks.uvm.edu/tvc/vol31/iss1/16 This Article is brought to you for free and open access by the College of Education and Social Services at ScholarWorks @ UVM. It has been accepted for inclusion in The eV rmont Connection by an authorized editor of ScholarWorks @ UVM. For more information, please contact [email protected]. Panelo • 147 The Model Minority Student: Asian American Students and the Relationships Between Acculturation to Western Values, Family Pressures, and Mental Health Concerns Nathan Divino Panelo As the Asian American student population grows in United States (U.S.) higher education, so does the demand for resources on campus. One major concern facing Asian Americans today is the cultural pres- sure from home which often leads to mental health concerns. Many Asian American students acculturate to Western values in United States colleges, and in doing so, sacrifice part of their traditional iden- tities. As Asian American students acculturate to Western values, it becomes difficult for them to relate to their immigrant parents or first- generation Asian American parents. -
Awareness of Self As a Cultural Being
Awareness of Self as a Cultural Being Valerie A. Batts, PhD VISIONS, Inc. Foundations of Infant Mental Health Training Program 2013/2014 Central California Children’s Institute, Fresno State November 2013 Awareness Of Self as a Cultural Being Agenda/ "Map” I) Introduction: Self awareness as a first step in providing better services for families • What is the multicultural process of change? • Overview of guidelines for effective cross cultural dialogue (Video clip I) Activity 1: Applying guidelines • Who am I as a cultural being? Exploring multiple identities, Part I Activity 2: Cultural sharing (using cultural artifacts) 2) How does race/ethnicity continue to impact infant mental health practice in 2013? The role of modern oppression • Video clip II • Identifying 5 kinds of "modern isms" Activity 3: Identifying isms • Video clip III • Identifying 5 "survival behaviors"/internalized oppression Activity 4: Identifying survival or i.o. behaviors • 11:45 - 12:45 Working lunch 3) Understanding my multiple identities, Part II Activity 5: Understanding how power impacts identity 4) Identifying alternative behaviors Activity 6: Identifying options in cross cultural infant mental health interactions 5) Closure: Appreciation, Regrets, Learnings and Re-learnings Multicultural Process of Change (at all levels) Monoculturalism Pluralism Rejection of differences and a .Recognize Acceptance, appreciation, belief in the superiority of the .Understand utilization and celebration of dominant group at the following .Appreciate similarities and differences at levels: .Utilize Differences these levels: • Personal • Personal • Interpersonal • Interpersonal • Institutional/Systemic • Institutional/Systemic • Cultural • Cultural (“Emancipatory Consciousness”) Social/Economic Justice Monoculturalism Pluralism (“Melting Pot”) (“Salad Bowl/Fruit Salad”) Assimilation Diversity Exclusion Inclusion *Designed by: Valerie A. -
Filipino Americans and Polyculturalism in Seattle, Wa
FILIPINO AMERICANS AND POLYCULTURALISM IN SEATTLE, WA THROUGH HIP HOP AND SPOKEN WORD By STEPHEN ALAN BISCHOFF A thesis submitted in partial fulfillment of the requirement for the degree of MASTER OF ARTS IN AMERICAN STUDIES WASHINGTON STATE UNIVERSITY Department of American Studies DECEMBER 2008 To the Faculty of Washington State University: The members of the Committee appointed to examine the thesis of STEPHEN ALAN BISCHOFF find it satisfactory and recommend that it be accepted. _____________________________________ Chair, Dr. John Streamas _____________________________________ Dr. Rory Ong _____________________________________ Dr. T.V. Reed ii ACKNOWLEDGEMENTS Since I joined the American Studies Graduate Program, there has been a host of faculty that has really helped me to learn what it takes to be in this field. The one professor that has really guided my development has been Dr. John Streamas. By connecting me to different resources and his challenging the confines of higher education so that it can improve, he has been an inspiration to finish this work. It is also important that I mention the help that other faculty members have given me. I appreciate the assistance I received anytime that I needed it from Dr. T.V. Reed and Dr. Rory Ong. A person that has kept me on point with deadlines and requirements has been Jean Wiegand with the American Studies Department. She gave many reminders and explained answers to my questions often more than once. Debbie Brudie and Rose Smetana assisted me as well in times of need in the Comparative Ethnic Studies office. My cohort over the years in the American Studies program have developed my thinking and inspired me with their own insight and work. -
Mental Health Clinicians Perspectives on the Role Of
MENTAL HEALTH CLINICIANS PERSPECTIVES ON THE ROLE OF ACCULTURATION IN THE PROVISION OF SERVICES TO LATINOS: A GROUNDED THEORY EXPLORATION by GABRIELA SEHINKMAN Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Social Welfare Program Jack, Joseph, and Morton Mandel School of Applied Social Sciences CASE WESTERN RESERVE UNIVERSITY May, 2020 i CASE WESTERN RESERVE UNIVERSITY SCHOOL OF GRADUATE STUDIES We hereby approve the dissertation of Gabriela Sehinkman candidate for the degree of Doctor of Philosophy*. Committee Co-Chair Dr. David Hussey Committee Co-Chair Dr. Anna Maria Santiago Committee Member Dr. Elizabeth Tracy Committee Member Dr. Susan Painter Date of Defense December 9, 2019 *We also certify that written approval has been obtained for any proprietary material contained therein. ii Table of Contents List of Tables .................................................................................................................... vii List of Figures .................................................................................................................. viii Acknowledgments ............................................................................................................. ix Abstract .............................................................................................................................. xi Chapter 1 : Introduction ...................................................................................................... 1 The Role of Acculturation in -
Cultural Self-Identity* and the Cultural Continua Action Example
Cultural Self-Identity* and the Cultural Continua Action Example Assimilation Rejecting of native culture Speaks English only and adopts dominant aspects of U.S. culture. Acculturation or Choosing aspects of both Speaks English and L1. Accommodation dominant and native Incorporates values, beliefs, cultures traditions, etc. of both cultures. May speak English in public, but the L1 at home or when with members of own cultural group. Transculturation Blending of cultures Integrates both cultures in a seamless manner. Alienation Rejecting of dominant Only speaks L1, maintains culture culture separation and holds on to native cultural framework. May not speak any English even after having lived in the U.S. for many years. Marginalization Rejecting of native culture Neither acknowledges nor with no connection to other engages in native culture or cultures language. Does not identify with any other cultural groups. *Adapted from Gutierez-Clellen (2004) and Lynch & Hanson (2004). The cultural continua identified by Lynch and Hanson (2004, pp. 49-5), while not new to the behavioral and social sciences, provide a way of considering the range (continuum) for each of the systems of values and beliefs that characterize various cultural groups (i.e., how they define family, time, etc.): 1. Family constellation: A “family” may consist of a small unit (single parent and child) to an extended kinship network of siblings, multiple generations, and/or friends and neighbors. The decision-making process and caretaking arrangements may vary (Lynch & Hanson, 2004, p. 50). 2. Interdependence/Individuality: While U.S. culture applauds individualism, many other cultures emphasize interdependence and cooperation. Individuality may be viewed as selfish (Lynch & Hanson, 2004, p. -
Culture and Sustainability: Environmental Anthropology in the Anthropocene
PERSPECTIVES: AN OPEN INTRODUCTION TO CULTURAL ANTHROPOLOGY SECOND EDITION Nina Brown, Thomas McIlwraith, Laura Tubelle de González 2020 American Anthropological Association 2300 Clarendon Blvd, Suite 1301 Arlington, VA 22201 ISBN Print: 978-1-931303-67-5 ISBN Digital: 978-1-931303-66-8 http://perspectives.americananthro.org/ This book is a project of the Society for Anthropology in Community Colleges (SACC) http://sacc.americananthro.org/ and our parent organization, the American Anthropological Association (AAA). Please refer to the website for a complete table of contents and more information about the book. Perspectives: An Open Introduction to Cultural Anthropology by Nina Brown, Thomas McIlwraith, Laura Tubelle de González is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. Under this CC BY-NC 4.0 copyright license you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. 1414 CULTURE AND SUSTAINABILITY: ENVIRONMENTAL ANTHROPOLOGY IN THE ANTHROPOCENE Christian T. Palmer, Windward Community College [email protected] Learning Objectives • Identify the methods and theories anthropologists use to examine human interactions with the environment. • Define political ecology and explain its relationship to anthropology. • Describe the Anthropocene and discuss how anthropology contributes to understanding the human role in environmental destruction. -
1 Cultural Identity in a Globalised World?
Cultural Identity in a Globalised World? A theoretical approach towards the concept of cultural identity. Robert Hauser 1. Introduction The title of this essay was borrowed from the book by Joana Breidenbach and Ina Zukrigl, “Tanz der Kulturen. Kulturelle Identität in einer globalisierten Welt” ("Dance of Cultures. Cultural Identity in a Globalised World"), published 1998. It draws attention to two important concepts, namely cultural identity and globalisation, while simultaneously referring to a key problem: Despite their frequent use the two concepts, especially when related to each other, are often diffuse, thus leaving the point uncertain. To establish a more specific framework for this relationship and simultaneously open up a cultural perspective, the following questions will be examined in this article in order to shed some light on the concepts as such as well as their mutual relationship:. What is meant by “globalised world?” What are “cultural identities?” What role does the “new media”, specifically the Internet, play in these processes? In the first part, the connection between globalisation and culture will be illuminated, and conflicting positions will be described. In the second part, this will be followed by a draft concept of cultural identities which allows studying the connection between globalisation and culture from a nuanced perspective. For more precise definitions of the two terms, identity and culture, the approach by Carl F. Graumann (1999) and the "differenzlogisches Kulturkonzept” (maybe best translated by "differential concept of culture") by Karl P. Hansen (1995) will be used in particular. The article finally presents a few examples which show the consequences of using the two concepts, identity and culture, to analyse the connection between culture and globalisation and the role of ICT. -
Plans to Live on a Reservation Following College Among American Indian Students: an Examination of Transculturation Theory
Journal of Research in Rural Education, 2011, 26(3) Plans to Live on a Reservation Following College Among American Indian Students: An Examination of Transculturation Theory Terry E. Huffman George Fox University Citation: Huffman, T. (2011). Plans to live on a reservation following college among American Indian students: An examination of transculturation theory. Journal of Research in Rural Education, 26(3). Retrieved from http://jrre.psu.edu/articles/26-3.pdf. This paper focuses on American Indian college students and uses transculturation theory to examine factors related to self- reported plans to live on a reservation following completion of college. Transculturation theory assumes a strong cultural identity is fundamental to academic success. The author uses the basic premise of this perspective to consider an extension to its assumptions. Findings indicate that an implied assumption of the transculturation perspective is that American Indians closely aligned with traditional culture tend to seek careers in which they serve Native communities and more likely plan to live on a reservation after college. Many American Indian reservations are in need of the tendency for rural communities to lose many of their substantial and sustained community development when talented young people to urban areas (Carr & Kefalas, poverty rates, unemployment rates, and indicators of poor 2009). Nevertheless, there is debate whether the same push- health chronically remain above national and state levels pull factors confronting individuals from rural areas operate (Anderson & Parker, 2008; Cornell & Kalt, 2000). Tribal in a similar manner for American Indian individuals who members who have the necessary professional and cultural often hold unique cultural ties to reservations and may not proficiency to provide leadership are fundamental to the desire to pursue personal opportunities in cities (Huffman, capacity building of reservations (Anderson, Benson, & 1986; Lee, 2009). -
Schooling, Multiculturalism and Cultural Identity: Case Study
International Education Journal, ERC2004 Special Issue, 2005, 5(5), 129-136. ISSN 1443-1475 © 2005 Shannon Research Press. http://iej.cjb.net 129 Schooling, multiculturalism and cultural identity: Case study of Japanese senior school students in a secondary school in South Australia Miyoko Kijima School of Education, Flinders University of South Australia This article reports a case study about the process experienced by Japanese International students (JIs) in a suburban high school. The study examined the relation between schooling, multiculturalism and cultural identity. The research explored cultural identity as the outcome of contest: an ideological struggle over values, practices and cultural identity. The major findings of the study were that JIs negotiated new cultural identities in the process of facing difficulties of language, cultural understanding and racism as barriers. In the light of these difficulties three recommendations were made to educational policy makers. This research offers schools and educational policy makers ways to meet better the educational and cultural needs of students in the International Student Program (ISP). Also it contributes to a greater understanding of the contested relation between schooling, multiculturalism and cultural identity in contemporary Australian society. Schooling, multiculturalism, cultural identity, qualitative methods INTRODUCTION My motive for choosing the theme for this research study was from my own experiences in life in Australia. The object of this study is to investigate the relation between schooling, multiculturalism and cultural identity. It focuses on the experiences of Japanese students who came to Australia to study abroad. Through a case study of one Adelaide suburban high school and its ISP, the contested idea of multiculturalism and the dynamics involved in the construction of cultural identity are explored. -
The Role of Acculturation and White Supremacist Ideology
American Psychologist © 2019 American Psychological Association 2019, Vol. 74, No. 1, 143–155 0003-066X/19/$12.00 http://dx.doi.org/10.1037/amp0000368 Racial Trauma, Microaggressions, and Becoming Racially Innocuous: The Role of Acculturation and White Supremacist Ideology William Ming Liu and Rossina Zamora Liu Yunkyoung Loh Garrison, Ji Youn Cindy Kim, University of Maryland Laurence Chan, Yu C. S. Ho, and Chi W. Yeung The University of Iowa Acculturation theories often describe how individuals in the United States adopt and incor- porate dominant cultural values, beliefs, and behaviors such as individualism and self- reliance. Theorists tend to perceive dominant cultural values as “accessible to everyone,” even though some dominant cultural values, such as preserving White racial status, are reserved for White people. In this article, the authors posit that White supremacist ideology is suffused within dominant cultural values, connecting the array of cultural values into a coherent whole and bearing with it an explicit status for White people and people of color. Consequently, the authors frame acculturation as a continuing process wherein some people of color learn explicitly via racism, microaggressions, and racial trauma about their racial positionality; White racial space; and how they are supposed to accommodate White people’s needs, status, and emotions. The authors suggest that acculturation may mean that the person of color learns to avoid racial discourse to minimize eliciting White fragility and distress. Moreover, acculturation allows the person of color to live in proximity to White people because the person of color has become unthreatening and racially innocuous. The authors provide recommendations for research and clinical practice focused on understanding the connections between ideology, racism, microaggressions and ways to create psychological healing. -
Multicultural Education As Community Engagement: Policies and Planning in a Transnational Era
Vol. 14, No. 3 International Journal of Multicultural Education 2012 Multicultural Education as Community Engagement: Policies and Planning in a Transnational Era Kathryn A. Davis Prem Phyak Thuy Thi Ngoc Bui University of Hawai`i at Mānoa U. S. A. Through viewing multicultural education as policy and planning that is enacted at national, regional, and local levels in Nepal and Vietnam, we explore the challenges and possibilities of engaging communities. We examine transnationalism, neoliberalism, and globalization as these impact national policies, community ideologies, regional/local economy, social welfare, and education. Critical ethnographic studies further focus on history, place, and culture in engaging communities of policy makers, educators, students, families and activists in reflection and transformation, policy making, and planning. These studies serve to re-envision multicultural education as critical community engagement and transformation within a transnational era. Transnationalism, Neoliberalism, and Education Resisting Monoculturalism in Nepal Reimagining Globalization, Multiculturalism and Education in Vietnam Multicultural Education as Community Engagement Notes References Indigenous and multicultural education across borders reveals ongoing debate over policies affecting achievement among students from linguistically-diverse and socioeconomically-marginal communities (Davis, 2009; Luke, 2008, 2011). Researchers (Evans & Hornberger, 2005; Luke, 2011; Wiley & Wright, 2004) document the negative impact on students of global trends towards one-size-fits-all approaches to basic skills, textbooks, and standardized assessment. These and other scholars from multilingual countries such as Australia, Canada, Namibia, New Zealand, and the Republic of South Africa (Beukes, 2009; Luke, 2011) have argued for policies of inclusion which promote community ideologies and language choice in schools through culturally responsive and linguistically responsible education. -
Flexible Acculturation
FLEXIBLE ACCULTURATION HSIANG-CHIEH LEE National Science and Technology Center for Disaster Reduction, Taiwan “Flexibility” has become an important concept in studies of globalization and transnationalism. Most academic discus- sions fall into the literature of global capitalist restructuring: e.g., Piore and Sabel’s (1984) notion of flexible specialization and David Harvey’s concept (1991) of flexible accumulation. These discussions are centered on economic production and market logics. Theoretical discussions of flexibility about other regimes of power — such as cultural reproduction, the nation- state and family — are relatively insufficient. In this paper, I explore the concept of “flexible acculturation,” first proposed by Jan Nederveen-Pieterse (2007), to show a cultural aspect of transnational flexibility. I situate my discussion in the literature of transmigration studies and define flexible acculturation as having four important virtues: (1) it has diverse social players, rather than just political and economic elites; (2) it refers to interac- tions, not just differences; (3) it involves multiple processes; and (4) it is not just about agency but also about social regulations. These definitions help to explain why flexible acculturation is different from other concepts that have been proposed. I further argue that definitions of important social actors are contingent on a specific set of flexible acculturation processes. Social ac- tors discussed in this paper include governments, the public, transmigrants, and women. “Flexibility” has become an important concept in studies of globalization and transnationalism, especially after David Harvey’s Hsiang-Chieh Lee (PhD, University of Illinois at Urbana-Champaign, 2008) is a senior assistant research fellow in National Science and Technology Center for Disaster Reduction in Taiwan.