scholarly journals Developing relationality and student belonging: The need for building cosmopolitan engagement in undergraduate communities

2018 ◽  
Author(s):  
Jan Bamford ◽  
Lucie Pollard
Keyword(s):  
Higher Education ◽  
Ethnic Groups ◽  
Sense Of Belonging ◽  
Cultural Difference ◽  
Communication Patterns ◽  
Cultural Backgrounds ◽  
Circle Of Friends ◽  
Student Belonging ◽  
Different Cultures ◽  
The Impact

This paper addresses evidence that developing a sense of belonging for students from different ethnic groups impacts on their engagement. It notes previous findings that in universities habits of coexistence may present barriers to the development of relationships and the sense of student belonging. The paper proposes that cosmopolitan engagement offers a frame for considering the experience of cultural difference in the classroom. It stresses the importance of relationality and communication. The research, involving students undertaking business and science programmes in two culturally similar universities, has sought to develop a better understanding of how students in London engage with higher education, with their learning and with cultural others, and the impact on their learning of differing communication patterns. The study finds that students often feel distant from their tutors and afraid to ask for further explanation. Instead, they rely on a circle of friends to provide support and clarification. Students have identified the development of agency through engaging with others from different cultures. Engagement in practical collective tasks such as forensic lab work seems to have the potential to encourage communication across cultures, but observation have suggested that students tend to self-segregate. The article concludes that there cannot be a presumption of cosmopolitan engagement. Rather universities need to develop strategies for improving communication between students and staff and between students of different cultural backgrounds.

Iranian University Faculties and Managing Culturally Diverse Classrooms: Strategies for Peace Establishment in the Higher Education

2019 ◽  
Vol 52 (2) ◽  
pp. 234-256
Author(s):  
Parisa Badrkhani
Keyword(s):  
Higher Education ◽  
Culturally Diverse ◽  
English Language ◽  
Cultural Backgrounds ◽  
Empathy Training ◽  
Multicultural Classroom ◽  
Diverse Classrooms ◽  
Students Attitudes ◽  
Local Students ◽  
Different Cultures

There are large number of students from around the world who are planning to continue their education in the U.S. universities. They have different nationalities, cultural backgrounds, social beliefs, and so on. Moreover, the educators who are from different countries have the special cultures. This is their task to manage the culturally diverse classrooms to obtain the best results for the educational purposes. In this study, the focus was on three main issues: (a) teaching in multicultural higher education, (b) students’ attitudes toward the different cultures (especially their classmates), and (c) the strategies the educators apply in the multicultural classroom to establish peace. Five Iranian faculties who were teaching English language literature subject, in California State universities, were selected and interviewed via Skype. The results showed that they had a very positive attitude toward teaching in multicultural classrooms. The educators claimed that they apply the emotional empathy, empathy training, culturally proportional curriculum, and the structured rules for the multicultural classroom. One of them argued that holding conferences regarding the diversity is very useful, and the other one proposed that holding involuntary service, sport, and community programs for both the immigrant and the local students is considerable to make the students closer and establish the sense of peace among them.

scholarly journals A Campus-Wide Collaborative Effort to Increase Student Sense of Belonging

2020 ◽  
Vol 8 (1) ◽  
pp. 94-103
Author(s):  
Danette Verna Day ◽  
Connie Strittmatter
Keyword(s):  
Higher Education ◽  
Student Involvement ◽  
Sense Of Belonging ◽  
Planning Process ◽  
Program Planning ◽  
Collaborative Effort ◽  
Institutional Collaboration ◽  
University Level ◽  
Student Belonging ◽  
The University

This paper examines one university’s experience developing a campus-wide collaborative effort to celebrate Dr. Martin Luther King. Recognizing the importance of student participation on students’ sense of belonging, the program planning and events emphasized student involvement. To illustrate the importance of student belonging at the university level, we discuss the universal application of Maslow’s (1954) belonging needs. From there, we explore the theoretical literature by Cooper (2009), Tinto (1993), Astin (1993) and Bandura (1977) on student belonging within higher education. We describe the Dr. King program and analyze it at the programmatic level by applying elements of Kezar’s (2005) model of institutional collaboration in higher education. We conclude by discussing the benefits of student involvement in the planning process and as participants in the program sessions to demonstrate how institutional collaboration that encompasses true student involvement can positively impact students’ sense of belonging at the university level.  

Americanness and the “Other” Americans

2020 ◽  
Vol 1 (3) ◽  
pp. 396-429
Author(s):  
Stacey Greene ◽  
Gabrielle Gray ◽  
Niambi Michele Carter ◽  
Ray Block
Keyword(s):  
Political Participation ◽  
Ethnic Groups ◽  
Ethnic Minorities ◽  
Race And Ethnicity ◽  
Sense Of Belonging ◽  
American Identity ◽  
The Other ◽  
Racial And Ethnic Minorities ◽  
The Impact ◽  
Political Actions

American identity has become a racialized norm that is primarily applied to those racially identified as White. We examine what it means to be an American from the perspective of racial and ethnic minorities who may not be viewed as prototypical Americans. Because we know comparatively little about what American identity means for those who are not White, it is important to understand this attachment in order to understand how “other” Americans articulate their identity and how their political actions and attitudes are influenced by those sentiments. Using the 2016 Collaborative Multiracial Post-Election Survey, we examine attachment to American identity for racial and ethnic minorities (i.e., Blacks, Asians, and Latino/a people) to evaluate levels of political participation and sentiments toward discrimination. Using a novel measure of Americanness (measured here as the extent to which people feel “allegiance” to America and their sense of “belonging” as Americans) we describe the differences between how racial and ethnic groups view their American identity, and how that perception influences electoral and nonelectoral participation. We find not only that there are differences in how various groups attach to American identity, but also that the impact of this identity attachment on electoral and nonelectoral participation is moderated by race and ethnicity.

scholarly journals DAMPAK SOSIAL KONFLIK ETNIK DI KINALI 1999-2010

2012 ◽  
Vol 1 (2) ◽  
pp. 73-84
Author(s):  
Welly Ibrahim ◽  
Ansofino Ansofino ◽  
Ahmad Nurul Huda
Keyword(s):  
Ethnic Groups ◽  
Social Factors ◽  
Cultural Factors ◽  
Economic Factors ◽  
Dominant Culture ◽  
Post Conflict ◽  
The Social ◽  
Social And Cultural Factors ◽  
Different Cultures ◽  
The Impact

Kinali is an area inhabited by diverse ethnic with different cultures, namely Minangkabau, Mandailings, and Java. The area consists of diverse ethnic, there is always the potential for conflict. The conflict in 1999 between ethnic Minang and Mandailing in the wake of misunderstanding between the two warring ethnic ie ethnic Mandailing ethnic Minang and eventually led to a major conflict anarchistic. The impact of the conflict in the district Kinali West Pasaman on society viewed from social and cultural factors that people prefer not to socialize and interact with other ethnic groups, the social and economic factors of conflict have an impact on the decrease in public income and region for post-conflict societies choose to not interact and one of which is not to the market. Social factors are political, namely the attitude of the ethnic Mandailing are not adaptive in the pattern of relationship with the dominant culture in Kinali caused by the attitude of discriminative ethnic Minang in Kinali against ethnic Mandailing in various facets of life which they live for these finally bear aversion to mambaur and mingle normal and reasonable.Kinali adalah daerah yang ditinggali beragam etnik dengan latar budaya yang berbeda, yakni etnik Minankabau, Mandailing, dan Jawa. Daerah yang terdiri dari beragam etnik, selalu ada potensi munculnya konflik. Konflik yang terjadi pada tahun 1999 antara etnik Minang dan etnik Mandailing di latarbelakangi karena kesalahpahaman antara kedua etnik yang bertikai yaitu etnik Minang dan etnik Mandailing akhirnya berujung ke konflik besar yang bersifat anarkis. Dampak dari konflik di Kecamatan Kinali Pasaman Barat terhadap masyarakat dilihat dari faktor sosial budaya yaitu masyarakat lebih memilih untuk tidak bersosialisasi dan berinteraksi dengan etnik lain, pada faktor sosial ekonomi konflik berdampak kepada terjadinya penurunan penghasilan masyarakat dan daerah karena pasca konflik masyarakat memilih untuk tidak berinteraksi dan salah satunya tidak kepasar. Faktor sosial politik yaitu sikap orang etnik Mandailing yang tidak adaptif dalam pola hubungannya dengan kebudayaan dominan yang ada di Kinali disebabkan oleh sikap deskriminatif etnik Minang di Kinali terhadap etnik Mandailing dalam berbagai segi kehidupan yang mereka jalani selama ini yang akhirnya berbuah keengganan untuk mambaur dan bergaul secara normal dan wajar.

scholarly journals Linguistic aspects in intercultural communication (IC) practices at a higher education institution in Indonesia

XLinguae ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 76-91
Author(s):  
Sukardi Weda ◽  
Haryanto Atmowardoyo ◽  
Fathu Rahman ◽  
Andi Elsa Fadhilah Sakti
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
English Education ◽  
Education Institution ◽  
State University ◽  
Cultural Backgrounds ◽  
Study Program ◽  
Communication Practice ◽  
Different Cultures ◽  
Linguistic Backgrounds

This study aimed to investigate intercultural communication practice in higher education in Indonesia. Participants (N = 77) were graduate students from the English Education Study Program, State University of Makassar (Males = 16 (20.78%) and females = 61 (79.22%)). The participants ranged in age from 21 to 50. The study found that cultural diversity is important in the EFL classroom, and the students respect other students from different cultures and linguistic backgrounds. The students also claim that intercultural communication is a basic aspect of teaching English in the EFL classroom. Interestingly, intercultural communication can be established properly if all students from different cultural backgrounds respect each other. They feel closer to their classmates regardless of their cultural identity. They find it easy to interact with other students from different cultures and linguistic backgrounds. In classroom discussions, the participants did not look at the cultural background of the group participants.

scholarly journals ‘We Belong’: differential sense of belonging and its meaning for different ethnicity groups in higher education

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Debra Cureton ◽  
Phil Gravestock
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Current Literature ◽  
Sense Of Belonging ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Mixed Methodology ◽  
Differential Outcomes ◽  
Degree Outcomes ◽  
Student Belonging

This paper covers two studies that explore student belonging in higher education and how a sense of belonging differs between ethnicity groups.  The research took a mixed methodology approach, collecting both quantitative data via a survey and qualitative data via focus groups.  Study One explored the differential experiences of belonging via the Belongingness Survey (Yorke, 2016), with a group of 941 students.  This was followed by Study Two, which used focus groups to generate a greater understanding of what belonging meant to the students, how belonging developed and to identify barriers to developing a sense of belonging.This work concluded that ethnicity-based differences in students’ sense of belonging are apparent, which mirror the differences that are witnessed at a sector level in degree outcomes.  Additionally, belongingness is found to have an unstable nature in that it waxes and wanes, and can be lost or developed at any part of the student lifecycle.  Some student-identified initiatives to support the development of belonging are presented.  The findings are discussed in the light of the current literature on differential outcomes.

scholarly journals Recognising emotional expressions of complaining customers

2014 ◽  
Vol 48 (7/8) ◽  
pp. 1354-1374 ◽  
Author(s):  
Alastair G. Tombs ◽  
Rebekah Russell-Bennett ◽  
Neal M. Ashkanasy
Keyword(s):  
Service Providers ◽  
Emotional Expressions ◽  
Cultural Backgrounds ◽  
Content Type ◽  
Cross Cultural Differences ◽  
Developed Nations ◽  
Different Cultures ◽  
The Impact ◽  
Practical Implications

Purpose – This study aims to test service providers’ ability to recognise non-verbal emotions in complaining customers of same and different cultures. Design/methodology/approach – In a laboratory study, using a between-subjects experimental design (n = 153), we tested the accuracy of service providers’ perceptions of the emotional expressions of anger, fear, shame and happiness of customers from varying cultural backgrounds. After viewing video vignettes of customers complaining (with the audio removed), participants (in the role of service providers) assessed the emotional state of the customers portrayed in the video. Findings – Service providers in culturally mismatched dyads were prone to misreading anger, happiness and shame expressed by dissatisfied customers. Happiness was misread in the displayed emotions of both dyads. Anger was recognisable in the Anglo customers but not Confucian Asian, while Anglo service providers misread both shame and happiness in Confucian Asian customers. Research limitations/implications – The study was conducted in the laboratory and was based solely on participant’s perceptions of actors’ non-verbal facial expressions in a single encounter. Practical implications – Given the level of ethnic differences in developed nations, a culturally sensitive workplace is needed to foster effective functioning of service employee teams. Ability to understand cultural display rules and to recognise and interpret emotions is an important skill for people working in direct contact with customers. Originality/value – This research addresses the lack of empirical evidence for the recognition of customer emotions by service providers and the impact of cross-cultural differences.

scholarly journals UNDERSTANDING QURANIC WORD OF KHIFTUM: A COMPARATIVE PERCEPTION ON POLYGAMY AMONG INDONESIAN AND MALAYSIAN SOCIETY

2020 ◽  
Vol 8 (3) ◽  
pp. 1177-1188
Author(s):  
Rika Astari ◽  
Betty Mauli Rosa Bustam ◽  
Haji Mohammad Bin Seman ◽  
Firdaus Wajdi ◽  
Choirul Mahfud
Keyword(s):  
Field Research ◽  
Material Objects ◽  
Cultural Backgrounds ◽  
Points Of View ◽  
The Difference ◽  
Legal Policies ◽  
Social Views ◽  
Different Cultures ◽  
The Impact ◽  
Insight Into

Purpose: The purpose of this study is to compare Indonesian and Malaysian Muslims in understanding the term of polygamy in Qur’an according to surah Annisa: 3 through their perspectives and perceptions of the word of khiftum. Methodology: This is a qualitative study which employs library material analysis with enrichment from questionnaire field observation and interview. Several material objects used such as Alwafi dictionary and Diwan dictionary. The difference in its meaning was analyzed by lexical decomposition. Field research was conducted in Indonesia and Malaysia. The impact of distinguishing between the words of khiftum meaning with polygamy’s theme in both countries compared and examined by descriptive statistics analysis. Main Findings: It was found that perception, the culture of context on polygamy and social views as well as legal policies of government on polygamy were influential in the translation of the word of khiftum in Qur’an. Applications: The significance of this research is to understand the correlation of different cultural backgrounds with people's insight into the related verses and people's responses to the practice of the verses. Novelty/Originality of this study: The current research contributes to the literature by providing in-depth knowledge about polygamy in two different cultures in light of the Quran and Islam. it will reveal the different meanings of the word of khafa, and describe the Malaysian and Indonesian Muslim points of view on the issue of polygamy as stipulated in Qur’an. The significance of this research is to understand the correlation of different cultural backgrounds with people's insight into the related verses and people's responses to the practice of the verses.

scholarly journals ¿Promoviendo relaciones interculturales? Racismo y acción afirmativa en México para indígenas en Educación Superior

Revista Trace ◽  
2018 ◽  
pp. 22
Author(s):  
Juan Carlos Barrón Pastor
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Ethnic Groups ◽  
Critical Reflection ◽  
Support Program ◽  
Educación Superior ◽  
Indigenous Students ◽  
Educacion Superior ◽  
Education In Mexico ◽  
The Impact

Este trabajo presenta una reflexión crítica sobre el Programa de Apoyo a Estudiantes Indígenas en Instituciones de Educación Superior (PAEIIES) llevado a cabo por la Asociación Nacional de Universidades y Escuelas de Educación Superior (ANUIES) y la Fundación Ford (FF) en coordinación con 16 instituciones educativas. Este documento revisa y discute, a la luz de recientes polémicas y debates teóricos en torno a la acción afirmativa, algunos aspectos de un trabajo de investigación realizado durante el año 2004 para ver el impacto del programa en cinco instituciones (Flores Crespo & Barrón Pastor 2006) y la memoria del PAEIIES (Castellanos 2005). Para hacerlo, se contrastan algunas experiencias del programa en relación con las dificultades para definir la identidad indígena, el problema del privilegio de minorías al interior de las escuelas y de las etnias, las dificultades para promover una mejor convivencia intercultural y combatir el racismo. Como una conclusión abierta, se plantea el reto de incluir de forma activa a los estudiantes indígenas, fortalecer y multiplicar los espacios de interacción, y profundizar el alcance del programa en las instituciones.Abstract: This paper presents a critical reflection about an Indigenous Support Program in Higher Education in Mexico (PAEIIES). This program has been sponsored by the National Higher Education Institutions Association (ANUIES) and the Ford Foundation (FF) in coordination with other 16 universities. This document reviews recent polemics and theoretical debates around Affirmative Action (AA) and faces them to some of the outcomes in a research conducted in 2004 to analyze the impact of PAEIIES in five institutions (Flores Crespo & Baron Pastor 2006). The work consists in contrasting some experiences of the program in relation to the difficulties to determine indigenous identities, the problem of privileging minorities within schools and ethnic groups, the difficulties for promoting better intercultural relationship, and to eradicate racism from schools. As an open conclusion, the paper reinforces the challenge of including more actively to indigenous students, the necessity of strengthening and multiplying interaction spaces, and the responsibility of deepening these programs in the institutions.Résumé : Ce texte présente une réflexion critique sur le Programme d’appui aux étudiants indigènes dans les institutions d’éducation supérieure (PAEIIES) financé par l’ANUIEES et la Fondation Ford (FF) en coordination avec 16 universités. Cet article met l’accent sur de récents débats théoriques et polémiques en les confrontant à certains résultats obtenus par un travail de recherche réalisé durant l’année 2004 et dont le but était d’analyser l’impact du Programme dans cinq institutions (Flores Crespo & Barrón Pastor 2006). Le but de cette étude était de mettre en contraste certaines expériences du Programme avec les difficultés de définir l’identité indigène, le problème de privilégier certaines minorités au sein des écoles et des ethnies, la difficulté de promouvoir de meilleures relations interculturelles et d’effacer le racisme des écoles. Comme conclusion ouverte, cet exposé insiste sur le défit d’inclure de manière active chez les étudiants indigènes la nécessité de renforcer et multiplier les espaces d’interaction et sur la responsabilité des institutions de donner plus d’importance à ces programmes.

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