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1.
sj Miller 《Multicultural Perspectives》2018,20(2):70-80
Gender and gender identity are policed by the social environment in myriad ways. For those who challenge normative binaries, they can be positioned to experience different forms of violence. Though mindsets, social movements, and changes in policies have spurred material, social, and economic gains for those who challenge expectations of gender identity binaries, schools continue to inherit dichotomous messages about gender identity. On one hand, schools are expanding anti-bullying policies by enumerating gender identities, shifting names of Gay-Straight to Queer and Sexuality Alliances to attend to intersectional identities, addressing gender identity concerns in professional development trainings, but the field of teacher education has yet to systemically and longitudinally address gender identity for students from pre-K to university levels. As a result, educators are left ill-prepared about how to affirm and recognize gender identity in coursework, curriculum, and pedagogy. As we come to understand how and in what ways schools foreclose possibilities for students to experience gender identity self-determination, shifts in awareness can open up possibilities for schools to honor and liberate gender identities. 相似文献
2.
This study re-analysed longitudinal data on international students’ alcohol use to demonstrate the practical value of person-centred statistical techniques, such as Latent Class Analysis (LCA) and its longitudinal extension Latent Transition Analysis (LTA). These techniques offer new analytic perspectives, can reveal typologies (i.e., subpopulations characterized by different profiles) and examine change (i.e., transition probabilities) in outcomes of interest. The use of these approaches remains limited in the intercultural research field, however. A step-by-step guide to the use of LCA and LTA is presented. The analyses demonstrate how alcohol use profiles can be identified, how transitions across profiles as students move from home to overseas can be examined and are affected by students' motivation to study abroad and their adjustment to the host environment. The validity for study abroad students of the four-class model of drinker types found in other populations was confirmed. Results, however, challenge the dominant view that most students increase alcohol intake during study abroad experiences, and indicate that moderate drinkers are at greatest risk of transitioning to heavy drinking as they travel abroad. Implications and suggestions for use of these statistical techniques by intercultural research specialists are discussed. 相似文献
3.
Dennis Sayers 《Multicultural Perspectives》2013,15(4):39-42
This article examines students' narrative responses to reading professional literacy histories. Demonstrating the importance of narrative as a way of learning, it shows how elementary education majors of diverse backgrounds explore their relation with language in a traditional grammar class. Cajun, Creole, and African American students recover their literacy histories and articulate the relation between the loss of language and the loss of culture and heritage. Drawing on the parallels between their discourse histories and the discourse histories of other cultures, these narratives also suggest that the students are now able to establish their linguistic identity and develop a greater sensitivity to the situations of their own students in the multicultural classrooms of southwest Louisiana. 相似文献
4.
Tatsuya Imai 《Journal of Intercultural Communication Research》2017,46(4):385-399
This article examines the influences of international students’ beliefs of how their compatriots are evaluated by host nationals (i.e. metastereotypes). Modified labeling theory was used to predict how international students’ metastereotypes are associated with their self-disclosure, loneliness, and depression. One hundred and forty-six international students in Japan were asked to rate their metastereotypes, amount of self-disclosure, loneliness, and depression. The results showed that metastereotypes were positively associated with the amount of self-disclosure and negatively associated with loneliness and depression. A structural equation model further indicated that metastereotypes were indirectly associated with depression through loneliness. Theoretical and practical contributions are considered. 相似文献
5.
Intercultural competence (IC) is a key competence in individuals’ life. Educational programs carried out to date have been motivated by the presence of culturally diverse students. This situation calls for programs to be implemented in low cultural diversity contexts, considering its repercussion on all students.This study aimed to explore the impact of a Sport Education Model (SEM)-based program about games from around the world on seventh-grade students’ intercultural competence and friendship goals. A quasi-experimental control group design (pre-test, post-test, and retention test measures) was carried out. The experimental group (EG) followed a SEM-based program (18 sessions) about games from around the world, whilst the control group (CG) was not exposed to any specific treatment, continuing with its ordinary syllabus. Data were collected from questionnaires, interviews and field notes.EG obtained significant improvements on reward, help, intercultural understanding and friendship-approach goals; whereas CG had significant diminishment on both intercultural sensitivity and understanding, as well as on friendship goals. Qualitative results conveyed: (a) an approach to new cultural realities; (b) how the teaching content led to cultural reflection; (c) how students created new relationships; (d) greater collaborative relationships; (e) how the model helped to mitigate negative behaviours; and (f) how the intervention provided students with greater opportunities for participation. Games from around the world are shown to be a suitable content for developing IC, suggesting the need for expanding evidence about possible effects of new teaching contents when conjugated with SEM. 相似文献
6.
Joseph E. Flynn Jr. 《Multicultural Perspectives》2015,17(3):115-124
This article introduces the notion White fatigue. White fatigue occurs for White students who have grown tired of learning and discussing race and racism, despite an understanding of the moral imperative of anti-racist and anti-oppressive practices. The article differentiates White fatigue from ideas like White resistance, White guilt, or White fragility, arguing that each of these phenomenon occur at different stages of White Racial Identity Development. Distinction is also drawn among White fatigue and other forms of racially based fatigue, specifically racial battle fatigue and White people fatigue syndrome. Further drawing on the notion of stereotype threat, the article considers the challenges for White students learning about race and racism while simultaneously resisting being labeled a racist. This struggle is elemental to the manifestation of White fatigue. Ultimately, the author argues that educators must be more accurate in how they define the range of responses from White students, consistently humanize all students in the process of understanding race and racism, and encourage further research for understanding a condition that is happening to a growing number of students. 相似文献
7.
While discrimination against immigrants and resources for them likely influence immigrants’ acculturation success, how various resources moderate the influence of discrimination has not been clear. Achievement and social integration are indicators of acculturation success. From structural-functionalist theory, resources that mitigate the adverse influence of discrimination are likely to be those functional to the host society or its social integration. Earlier social integration with the host society thus may be a crucial determinant of acculturation success, partly by mitigating the adverse impact of discrimination. Conversely, resources such as welfare reception, affiliation with an organization in the home place, and fluency in the language of host society may aggravate the detriment of discrimination. These expectations are sustainable with a study of secondary school students who migrated from the Chinese mainland to Hong Kong. Among the 1243 students, 416 had come to Hong Kong within 2 years. The supportive findings indicate that acculturation success in the face of discrimination would require early social integration into the host society and disconnection from the home place. Importantly, while fluency in the host language appeared to be conducive to acculturation success, it aggravated the adverse effect of discrimination on the success. Hence, communication in a discriminative context would be dysfunctional to the operation of host society. 相似文献
8.
Patricia Alvarez McHatton Elizabeth Shaunessy Claire Hughes Alejandro Brice Mary Ann Ratliff 《Multicultural Perspectives》2013,15(3):12-20
Hispanic students' awareness of cultural, linguistic, and sociopolitical issues are influenced by their experiences in schools and affect their sense of identity. An examination of student discourse between bilingual gifted and bilingual general education students in an urban middle school is presented, with particular attention given to how participating bilingual students relate to each other, peers (in general and gifted education), teachers, administrators, families, and communities, and how they perceive themselves. A discussion of the core issues that emerged, including students' reawakening to their ethnic identity, differing rationales for using native language, and observed differences in self-perceptions between the gifted and general education bilingual Hispanic students is provided, along with results and implications for future research. 相似文献
9.
Angene H. Wilson 《Int J Intercult Relat》1985,9(3):285-304
This study focuses on what high school exchange students do when they return to the United States rather than on attitude charge. Returnees who had spent 2 months in Japan were asked how, with whom, and how often they shared their Japanese experience, how they dealt with stereotype questions, and in what ways they were currently involved with persons from other cultures. Results show that returnees have limited opportunities to talk about the exchange experience in school, usually deal with stereotype questions by “telling the facts” and “speaking positively,” and often communicate with and help persons of other cultures. The author concludes that returned high school exchange students are becoming mediating persons who act as bridges between cultures and offers suggestions for encouraging returnees in their mediating role. 相似文献
10.
Wang Chuan 《中外文化交流(英文版)》2006,(6):32-33
China Culture Week coincided with the 55 anniversary of the establishment of China- Vietnam diplomatic relations and took place as a follow-up action to further enhance all-round friendly cooperation and strengthen bilateral cultural exchange after President Hu Jintao's visit to Vietnam. The one-week event consisted of diverse programs, including an official visit by a Chinese government delegation, a large-scale photo exhibition entitled "A Dancing Beijing", touring performances by the Ch… 相似文献
11.
People who migrate often experience complex inter-connections between their countries of origin and new host societies. This paper explores the ways in which Sri Lankan migrants living in New Zealand navigate distances (geographical, social and relational) between their country of origin (Sri Lanka) and new host nation (New Zealand). To explore such processes we engaged eight Sri Lankan migrant households through repeat interviews, which were enhanced by photo-elicitation, object-related methods, and go-along techniques. Drawing insights from the resulting empirical materials, we document how particular places, such as culturally-textured kitchens, can bridge distances between the two countries. Our analysis also documents how migrant negotiations of distance are dynamic, relational and determined by socio-cultural contexts. 相似文献
12.
International students use various self-help coping strategies to manage depression and homesickness, but previous studies have not concluded on how international students have recovered from depression and homesickness after using their self-help coping strategies. The aim of this study is to use the semi structured interview to identify the self-help coping strategies used by international students who were unwilling to get treatment and had recovered from their symptoms of depression and homesickness in Malaysia. The second aim is to quantitatively identify the major psychosocial problems attributing to depression and homesickness among students who have not recovered from the symptoms. Thirty-one international students out of 520 diagnosed with depression and homesickness yet were unwilling to get treatment, were invited for the reassessment of their homesickness and depression after three-and-a-half months. Psychological assessment shows 9 students had recovered but 20 students had not. These nine students were interviewed to explore how they recovered from depression and homesickness. Meanwhile, the 20 students were asked to complete a questionnaire which measured their reason for not being able to recover from depression and homesickness. Results of the semi structured interview shows that some of the self-help coping strategies used by participants including sharing their problems with others who were not experiencing homesickness and depression, keeping themselves busy with some useful activities, indulging in physical exercise, facing the situation courageously, thinking positively, and reading and following some advice from religious texts. The 20 students who did not recover faced more problems involving language, social connection, academic, loneliness, stress and family problems. Overall, self-help coping strategies used by this study’s participants are useful in managing depression and homesickness. 相似文献
13.
Jennifer M. Bondy 《Multicultural Perspectives》2014,16(4):193-202
Using interview data collected from high school students who attended school in Broward County, Florida, this article focuses on how first- and second-generation adolescent Latinas understand citizenship. The author explores participants’ citizenship formations using the conceptual frameworks of transnationalism and cultural dimensions of citizenship. Drawing richly from their voices, the author sheds light on the paradoxes of citizenship and national belonging by illuminating how Latina youth are positioned as ambiguous U.S. residents and citizens. She concludes with an exploration of the practical implications of attending to youths’ re-articulations of citizenship and national belonging. 相似文献
14.
Todd McCardle 《Multicultural Perspectives》2017,19(2):98-102
The goal of this piece is to provide educators with the knowledge and practical application needed to build critical literacy within their students using a traditional text that might not be considered multicultural. This essay challenges the idea that “outdated” literary works have no place in today's multicultural classroom, as it connects critical literacy concepts to classic works and explores how such concepts are inherent in our society based on the ideas presented in the literature. Using Heart of Darkness, this work connects structural racism to Conrad's novella and explores how students can examine how structural racism is inherent in our society. 相似文献
15.
Natalia Fernández 《Multicultural Perspectives》2016,18(3):153-158
When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in this article serve as examples of how partnerships between multicultural educators and archivists can occur, the types of projects that can be developed and how they are implemented, and students' responses to their work. The three student projects, including a display, a history guidebook, and an oral history project, are intended to offer a variety of ideas to inspire multicultural educators to reach out to their local archivists to develop archival research projects of their own. And, to promote effective and fruitful partnerships, also included are lessons learned as well as tips for successful collaborations between multicultural educators and archivists. 相似文献
16.
Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations. 相似文献
17.
《Journal of Intercultural Communication Research》2013,42(6):474-490
ABSTRACTInternational students face challenges associated with identity negotiation as they interact with others who may hold distinctly differing worldviews while operating from a position of cultural dominance. The current study explores how African students negotiate identity in interactions with domestic students within a relational-conflict context. Themes emerging include uncertainty in self-presentation, constrained relationships with domestic students, and avoidance as a response to relational conflict. The emergent concept is that of “being careful”, attributable to African students’ perception of power differences between foreign and domestic students, as well as risk associated with assertive conflict behavior. Theoretical and practical implications are discussed. 相似文献
18.
The current study investigates how intergroup contact and acculturation strategies are related to Chinese international students’ global competence development. A group of Chinese international students in Belgium participated in an online survey. Chinese students have achieved the development of global competence in all the dimensions of knowledge, skills and attitudes since they started their study abroad. The results showed that integrated and assimilated students obtained greater global competence development in all three dimensions than the separated and marginalized ones. Hierarchical multiple regression analyses further revealed that both intergroup contact and socio-demographics can significantly predict global competence development. 相似文献
19.
Louise H. Kidder 《Int J Intercult Relat》1992,16(4)
After living outside Japan for one to ten years, the college students I interviewed reflected on how they have been transformed. Some transformations are short-lived physical changes in hair and clothing; some are visible behavioral changes in how they walk or move their arms or faces. The more serious changes are in interpersonal styles and expressions, changes that make them seem “un-Japanese.” The returnees are ambivalent about the latter changes; they recognize the problems but they are reluctant to suppress or give up entirely the newly acquired aspects of themselves. 相似文献
20.
Jane Chi Hyun Park 《Inter-Asia Cultural Studies》2019,20(2):271-289
ABSTRACTThis essay examines the pedagogical practice of referencing my experiences as a transnational Korean American woman in the classroom and considers how it opens up space for domestic and international students of East, Southeast, and South Asian backgrounds to reflect on their different identities, histories, and cultures. In particular, it focuses on how this practice enables Asian students to share their experiences of and insights about racial difference, racism, and whiteness in Australia and other parts of the world. Building on the concept of Asian “inter-referencing” from Chua Beng Huat (2015), I coin the term “embodied inter-referencing” to describe the strategic ways I use autobiographical narrative to create an inclusive, interactive, and mutually respectful learning space. I centre here on how some Asian students respond to this strategy by telling their own stories and in the process, create transnational, diasporic, and inter-Asian affective communities inside and outside the classroom. 相似文献