Cross-cultural realist interviews: An integration of the realist interview and cross-cultural qualitative research methods

2021 ◽  
pp. 1035719X2110552
Author(s):  
Kerryn O’Rourke ◽  
Nawal Abdulghani ◽  
Jane Yelland ◽  
Michelle Newton ◽  
Touran Shafiei
Keyword(s):  
Culturally Diverse ◽  
Language Translation ◽  
Realist Evaluation ◽  
Cross Cultural ◽  
Support Program ◽  
Coherent Integration ◽  
Why Questions ◽  
Arabic Speaking ◽  
Realist Methodology ◽  
Diverse Groups

Realist interviews are a data collection method used in realist evaluations. There is little available guidance for realist interviewing in cross-cultural contexts. Few published realist evaluations have included cross-cultural interviews, providing limited analyses of the cross-cultural application of realist methodology. This study integrated realist and cross-cultural qualitative methods in a realist evaluation of an Australian doula support program. The interviews were conducted with Arabic speaking clients of the program. The process included collaboration with a bicultural researcher, philosophically situating the study for methodologically coherent integration, bicultural review of the appropriateness of realist ‘how’ and ‘why’ questions, decisions about language translation and interpretation, pilot interviews, and co-facilitation of the interviews. Integration of the methods was feasible and valuable. This study may support other realist evaluators to give voice to people from culturally diverse groups, in a manner that is culturally safe, methodologically coherent and rigorous, and that produces trustworthy results.

A Central Question in Cross-Cultural Research: Do Employees of Different Cultures Interpret Work-related Measures in an Equivalent Manner?

1994 ◽  
Vol 20 (3) ◽  
pp. 643-671 ◽  
Author(s):  
Christine M. Riordan ◽  
Robert J. Vandenberg
Keyword(s):  
Culturally Diverse ◽  
Covariance Structure ◽  
Cross Cultural ◽  
Self Report ◽  
Cultural Groups ◽  
Work Related ◽  
Cultural Research ◽  
Cross Cultural Research ◽  
The Stability ◽  
Diverse Groups

Within the present research, a covariance structure analytic procedure is applied to test the stability and transferability of organizational measures between groups in cross-cultural research. Findings support the need to establish the equivalency of constructs and measures prior to interpreting differences in means of self-report variables between culturally diverse groups. Indeed, for two measures, the cultural groups were using different conceptual frames of reference when responding to the items. For a third measure, the groups were calibrating the true scores differently. However, the source of the calibration difference was identified and subsequently accounted for in later analyses. Thus, differences between latent means for the culturally diverse groups were calculated and interpreted. The approach outlined in this paper is proffered as yielding valuable insights regarding the appropriateness of comparative cross-cultural studies.

Sourcebook in the Mathematics of Medieval Europe and North Africa

2016 ◽  
Keyword(s):  
North Africa ◽  
Cultural Influences ◽  
Mathematical Induction ◽  
Cross Cultural ◽  
General Introduction ◽  
Extensive Survey ◽  
Medieval Europe ◽  
Ceva’S Theorem ◽  
Arabic Speaking ◽  
First Time

Medieval Europe was a meeting place for the Christian, Jewish, and Islamic civilizations, and the fertile intellectual exchange of these cultures can be seen in the mathematical developments of the time. This book presents original Latin, Hebrew, and Arabic sources of medieval mathematics, and shows their cross-cultural influences. Most of the Hebrew and Arabic sources appear here in translation for the first time. Readers will discover key mathematical revelations, foundational texts, and sophisticated writings by Latin, Hebrew, and Arabic-speaking mathematicians, including Abner of Burgos's elegant arguments proving results on the conchoid—a curve previously unknown in medieval Europe; Levi ben Gershon's use of mathematical induction in combinatorial proofs; Al-Muʾtaman Ibn Hūd's extensive survey of mathematics, which included proofs of Heron's Theorem and Ceva's Theorem; and Muhyī al-Dīn al-Maghribī's interesting proof of Euclid's parallel postulate. The book includes a general introduction, section introductions, footnotes, and references.

Cross-Cultural Differences in Strategies of Peer Persuasion of Hebrew-Speaking and Arabic-Speaking Children

2020 ◽  
Vol 20 (3-4) ◽  
pp. 355-372
Author(s):  
Rachel Karniol
Keyword(s):  
Cultural Differences ◽  
Cross Cultural ◽  
Communication Styles ◽  
Language Group ◽  
Participant Gender ◽  
Cross Cultural Differences ◽  
Female Peer ◽  
And Gender ◽  
Arabic Speaking ◽  
Main Effects

Abstract The purpose of the current research was to examine strategies of persuasion used by Arabic-speaking and Hebrew-speaking boys and girls to determine the relative contributions of culture and gender in determining communication styles. Children were asked to write a letter to a male or female peer asking for a gender-stereotyped or a gender-neutral gift. Four meta-categories were identified: formality, self-focus, other-focus, and gift-focus. For each meta-category except gift-focus, there were significant main effects and interactions. Language group was significant for formality and other-focus but not for self-focus. Importantly, there were several interactions between participant gender, target gender, and gender-stereotypy of gift, but these did not interact with language group. The results were discussed in the context of children’s socialization to the ethos of musayara and dugri in Arabic-speaking and Hebrew-speaking culture.

Jewish Identities in the Arab Middle East: The Case of Egypt in Retrospect

2014 ◽  
Vol 46 (3) ◽  
pp. 593-596
Author(s):  
Rami Ginat
Keyword(s):  
Culturally Diverse ◽  
Target Population ◽  
Arab Countries ◽  
National Identities ◽  
Way Of Life ◽  
Jewish Communities ◽  
Anti Semitism ◽  
Arabic Speaking ◽  
Historical Past ◽  
Generation Offspring

Much work has been done in recent decades on the histories of the Jews of Arab lands across a variety of time periods, reflecting an increasing interest in the historical past of the Jews of the “Orient.” While diverse, this literature may be divided into several general groups. The first comprises studies written by Western and Israeli scholars and encompasses a broad spectrum of Arabic-speaking countries. This literature has explored, among other things, issues relating to the way of life and administration of ethnically and culturally diverse Jewish communities, their approaches to Zionism and the question of their national identities, their positions regarding the Zionist–Israeli–Arab conflict in its various phases, and the phenomena of anti-Semitism, particularly in light of the increasing escalation of the conflict. It includes works by Israeli intellectuals of Mizrahi heritage, some of whom came together in the late 1990s in a sociopolitical dissident movement known as the Mizrahi Democratic Rainbow Coalition. The target audience of this movement was Mizrahi Jews: refugees and emigrants from Arab countries as well as their second- and third-generation offspring. The movement, which was not ideologically homogeneous (particularly regarding approaches to the resolution of the Israeli–Palestinian conflict), took a postcolonialist approach to the Zionist narrative and enterprise, and was critical of the entrenchment of the Ashkenazi (European-extraction) Jews among the elites of the emerging Israeli society. The movement had scant success in reaching its target population: the majority of Mizrahi/Sephardi Jews living in Israel. Nevertheless, it brought to the fore the historical socioeconomic injustices that many Jews from Arab countries had experienced since arriving in Israel, whether reluctantly or acquiescently.

scholarly journals Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning

2020 ◽  
Vol 36 (3) ◽  
pp. 104-118
Author(s):  
Rustam Shadiev ◽  
Yueh-Min Huang
Keyword(s):  
Social Network ◽  
Language Translation ◽  
Cross Cultural ◽  
Learning Activity ◽  
Cultural Learning ◽  
Technological Support ◽  
Network Characteristics ◽  
Cultural Constructs ◽  
Group I ◽  
Group Ii

In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activity supported by speech-enabled language translation technology on cross-cultural learning; analysed the social network; measured the cultural constructs, and investigated the relationship between the cultural constructs and cross-cultural learning. The results revealed that Group I outperformed Group II in terms of both procedural and declarative knowledge. The results showed that Group II had better social network characteristics; for example, Group I had fewer edges and a lower average network degree than Group II. In terms of cultural constructs, the results related to power distance, individualism, and uncertainty avoidance were contradictory to those of earlier research. Finally, we found no relationship between the cultural constructs and cross-cultural learning. In this paper, we discuss implications for and suggestions to the field of technology-supported cross-cultural learning based on the results.

scholarly journals Italian Version of the YQOL-DHH Questionnaire: Translation and Cross-cultural Adaptation

OTO Open ◽  
2021 ◽  
Vol 5 (4) ◽  
pp. 2473974X2110654
Author(s):  
Manuela Gragnaniello ◽  
Claudia Celletti ◽  
Alessandra Resca ◽  
Giovanni Galeoto ◽  
Filippo Camerota
Keyword(s):  
Quality Of Life ◽  
Hard Of Hearing ◽  
Cultural Adaptation ◽  
Language Translation ◽  
Cross Cultural ◽  
Cognitive Debriefing ◽  
Cross Cultural Adaptation ◽  
Related Quality ◽  
Teachers And Parents

Objective To translate and cross-culturally adapt into Italian the YQOL-DHH (Youth Quality of Life Instrument–Deaf and Hard of Hearing Module), an instrument to evaluate the health-related quality of life in young deaf people. It could be useful for professionals, teachers, and parents to take care of deaf adolescents’ needs. Study Design Forward-backward translation, cross-cultural adaptation, and cognitive debriefing. Setting The cognitive debriefing was performed online with professionals and during clinical practice with deaf adolescents. Methods A methodological study was conducted according to the guidelines provided by the development team. The study consisted of a forward-backward translation and a cross-cultural adaptation. After the original authors’ confirmation, a cognitive debriefing was conducted with 30 professionals who work with deaf young people and with 10 deaf adolescents aged 11 to 18 years. Results For the linguistic translation and cross-cultural adaptation, some variations to the original instrument were made to obtain equivalence, such as the expression “deaf or hard of hearing” translated only with the Italian word “sordo.” During the cognitive debriefing, the clarity and comprehensibility of the items were reported by professionals and deaf adolescents. Eventually, the authors approved the final version. Conclusion The YQOL-DHH was translated and culturally adapted into Italian. The translated items were pertinent to the Italian culture and equivalent to the original ones. A validation study is suggested to make the instrument feasible for use in different clinical or educational contexts. In addition, to guarantee accessibility and autonomy for young deaf signers, Italian Sign Language translation of the questionnaire is suggested.

A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students

2012 ◽  
Vol 31 (1) ◽  
pp. 29-40 ◽  
Author(s):  
Virginia M. C. Tze ◽  
Robert M. Klassen ◽  
Lia M. Daniels ◽  
Johnson C.-H. Li ◽  
Xiao Zhang
Keyword(s):  
Measurement Invariance ◽  
Culturally Diverse ◽  
Chinese Student ◽  
Cross Cultural ◽  
Chinese College Students ◽  
Self Regulated Learning ◽  
School Settings ◽  
Confirmatory Factor ◽  
Cultural Validation ◽  
Multigroup Confirmatory Factor Analysis

This study evaluated the psychometric properties of the Learning-Related Boredom Scale (LRBS) from the Academic Emotions Questionnaire (AEQ; Pekrun, Goetz, & Perry, 2005; Pekrun, Goetz, Titz, & Perry, 2002) in a sample of 405 university students from Canada and China. Multigroup confirmatory factor analysis was used to test the factor structure and measurement invariance of the LRBS across cultural settings, after which the relationships between the LRBS, boredom frequency in class, intrinsic motivation, and self-efficacy for self-regulated learning (SESRL) were examined. Results showed evidence of reliability and measurement invariance of the LRBS, and the relationships between the LRBS, boredom frequency, and SESRL were similar across settings. The study thus provided evidence that learning-related boredom is a valid construct across culturally diverse school settings and supported the use of the LRBS in both Canadian and Chinese student populations.

Dealing With Cross-Cultural Issues in Culturally Diverse Classrooms

2020 ◽  
pp. 1170-1186
Author(s):  
Joost Bücker ◽  
Rens Bouw ◽  
Alain De Beuckelaer
Keyword(s):  
Cultural Differences ◽  
Research Universities ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Business Schools ◽  
Institutional Support ◽  
Cross Cultural ◽  
Cultural Issues ◽  
Diverse Classrooms ◽  
Teachers And Students

This study examines the extent to which faculties receive support in their coping with the challenge of cultural differences in their international classroom. The authors explore this relationship in eight business schools in Dutch research universities. These cases offer an in-depth description of the problems encountered in cross-cultural interactions, such as development of monocultural groups, lack of proper foreign language understanding, and stereotyping. They also discuss potential solutions in terms of language training, cultural awareness training for both teachers and students, institutional support, and the business school's rationale for internationalization.

Clinical Applications and Investigation of the Acceptance of Mental Illness

2016 ◽  
pp. 146-158
Author(s):  
Lauren Mizock ◽  
Zlatka Russinova
Keyword(s):  
Mental Illness ◽  
Serious Mental Illness ◽  
Culturally Diverse ◽  
Clinical Care ◽  
Clinical Applications ◽  
Barriers And Facilitators ◽  
Future Research ◽  
Potential Development ◽  
Peer Specialists ◽  
Diverse Groups

This chapter reviews the 14 key principles of the process of acceptance of mental illness among culturally diverse groups that emerged from the findings in this book. Each principle is accompanied by clinical recommendations for facilitating the process of acceptance of mental illness. Examples are provided as to how clinicians, peer specialists, and researchers might respond to issues of acceptance of mental illness to facilitate hope and recovery. A number of acceptance-related techniques and theories in clinical care are also discussed. To further understanding and promote the process of acceptance of mental illness among persons in recovery, areas of potential development for future research are reviewed. An “Acceptance of Mental Illness Checklist” with scoring information is provided to assess the dimensions of acceptance and barriers and facilitators among people with serious mental illness and to aid further clinical and research examination of this construct.

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