Cultural Group Perceptions of Racial Climates in Residence Halls

NASPA Journal ◽  
2003 ◽  
Vol 41 (1) ◽  
Author(s):  
Vanessa D. Johnson
Keyword(s):  
Native American ◽  
Minority Groups ◽  
Residence Halls ◽  
Statistical Significance ◽  
Racial Climate ◽  
Cultural Group ◽  
Group Perceptions ◽  
Cultural Minority ◽  
Predominantly White University ◽  
International College

This study suggests that residence hall students at a predominantly White university perceive the racial climate of residence halls differently depending on their cultural group. White, African American, Latino, Native American, biracial, and international college students were included in this study. In each instance where there were significant differences in students' responses regarding racial climate, the statistical significance was between White and one or more of the cultural minority groups. There were no significant differences found in the responses of any of the ethnic minority groups.

Substance-Abuse and the Native American Student

1984 ◽  
Vol 14 (4) ◽  
pp. 315-321 ◽  
Author(s):  
Susanna Murphy ◽  
Richard R. Deblassie
Keyword(s):  
Substance Abuse ◽  
Native American ◽  
Ethnic Minority ◽  
School Counselor ◽  
Minority Groups ◽  
Intervention Strategies ◽  
Social Costs ◽  
Substance Abuser ◽  
American Student ◽  
Ethnic Minority Groups

Substance abuse has resulted in high social costs to our society. Although this phenomenon exists in the American mainstream, as well as in the various sub-cultures throughout the country, it is given little attention in the case of specific ethnic/minority groups. This article revolves around substance abuse in terms of an overview, its prevention, and a focus on the Native American substance abuser. School counselor intervention strategies and implications are emphasized.

Young People in Transition: The National Identity of Minority Youth

2018 ◽  
pp. 274-302
Author(s):  
Anthony Heath ◽  
Konstanze Jacob ◽  
Lindsay Richards
Keyword(s):  
Young People ◽  
Social Integration ◽  
Ethnic Group ◽  
Minority Groups ◽  
Statistical Significance ◽  
Migration Background ◽  
Minority Youth ◽  
The Other ◽  
Religious Groups ◽  
The One

This chapter uses CIL4EU data to investigate strength of identification with the nation and with the ethnic group. It explores how these vary across ethnic and religious groups, generations, and destination countries and how far these differences can be explained by processes of social integration on the one hand or perceptions of being excluded on the other hand. The key findings are that young people with a migration background are less likely than those without a migration background to identify strongly with their country of residence. This holds true more or less irrespective of their ethnic group or religion. Differences between European and non-European minority groups, and between Muslims and members of other non-Christian religions were generally modest in size, rarely reached statistical significance and were dwarfed by the overall gap between minorities and the majority.

Intercultural Dimensions in the Information Society

2011 ◽  
pp. 74-89 ◽  
Author(s):  
Nektaria Palaiologou
Keyword(s):  
Literature Review ◽  
Information And Communication Technologies ◽  
Web Sites ◽  
Minority Groups ◽  
Communication Technologies ◽  
Networked Learning ◽  
Cultural Groups ◽  
Cultural Minority ◽  
Learning Programs ◽  
Information And Communication

Nowadays, it is a common ascertainment that information and communication technologies (ICTs) and networked learning are not easy to access for many people in non-Western societies and for those who belong in etho-cultural minority groups. As a result, one of the major drawbacks in networked learning programs is miscommunication amongst culturally-diverse participant users, which, to a great extent, is due to the lack of services that meet the needs of various socio-cultural groups of people. In addition, there is great need for multi-language Web sites (such as educational programmes, curricula, and software) in order to emphasise the importance of culture as a dimension which should be incorporated in modern ICT implementations. A literature review approach is followed so as to review statements and studies in the joint field of ICTs.

Race and Gender in Culturally Situated Design Tools

2011 ◽  
pp. 1054-1061
Author(s):  
Ron Eglash
Keyword(s):  
Native American ◽  
Academic Success ◽  
Low Income ◽  
Minority Groups ◽  
Minority Student ◽  
Preliminary Evaluation ◽  
Design Tools ◽  
Race And Gender ◽  
Economic Class ◽  
And Gender

In theer study of equity issues in information technology (IT), researchers concerned with workforce diversity often utilize the metaphor of a “career pipeline.” In this metaphor a population full of gender and race diversity enters the pipeline in kindergarten, but its delivery at the pipeline outflow in the form of software engineers and other IT workers is disproportionately white and male. While we might question the metaphor—its lack of attention to economic class or social construction, its illusion of rigid boundaries, etc.—the phenomenon it describes is well established by a broad number of statistical measures. For example, the U.S. Bureau of Labor Statistics’ Current Population Surveys shows that between 1996 and 2002 the percentage of women in the overall IT workforce fell from 41% to 34.9%; during the same period the percentage of African Americans fell from 9.1% to 8.2%. Not only are women and certain minority groups under-represented, but the gap is in some cases getting worse. Returning to the pipeline, we might ask what barriers are encountered by women and minorities that act as impediments to this flow. Some of these barriers can be attributed to economic status; in particular the impact that poor educational resources have on low-income minority student academic success (Payne & Biddle, 1999). But other barriers appear to be more about cultural identity, including both race and gender identity. This essay describes Culturally Situated Design Tools (CSDTs), a suite of Web-based interactive applets that allow students and teachers to explore mathematics through the simulation of cultural artifacts, including Native American beadwork, African American cornrows, ancient Mayan temples, urban Graffiti, and Latin percussion rhythms (see http://www.rpi.edu/~eglash/csdt.html). Our preliminary evaluation indicates that some of the identity barriers preventing women and minorities from participating in IT careers can be mitigated by the use CSDTs in classroom and out of class learning environments.

scholarly journals The Disproportionate Impact of COVID-19 on Racial and Ethnic Minorities in the United States

2020 ◽  
Author(s):  
Don Bambino Geno Tai ◽  
Aditya Shah ◽  
Chyke A Doubeni ◽  
Irene G Sia ◽  
Mark L Wieland
Keyword(s):  
Native American ◽  
Minority Groups ◽  
The United States ◽  
Chronic Medical Conditions ◽  
Ethnic Minority Groups ◽  
Short Term ◽  
Minority Communities ◽  
Societal Factors ◽  
Racial And Ethnic Minorities ◽  
Racial And Ethnic Minority

Abstract The coronavirus disease 2019 (COVID-19) pandemic has disproportionately affected racial and ethnic minority groups, with high rates of death in African American, Native American, and LatinX communities. Although the mechanisms of these disparities are being investigated, they can be conceived as arising from biomedical factors as well as social determinants of health. Minority groups are disproportionately affected by chronic medical conditions and lower access to healthcare that may portend worse COVID-19 outcomes. Furthermore, minority communities are more likely to experience living and working conditions that predispose them to worse outcomes. Underpinning these disparities are long-standing structural and societal factors that the COVID-19 pandemic has exposed. Clinicians can partner with patients and communities to reduce the short-term impact of COVID-19 disparities while advocating for structural change.

Multiculturalism in Education: Politics of Recognition

2000 ◽  
Vol 1 (1) ◽  
pp. 19-46 ◽  
Author(s):  
Johannes A. Van der Yen
Keyword(s):  
Social Integration ◽  
Christian Education ◽  
Religious Education ◽  
Human Dignity ◽  
Minority Groups ◽  
Western Society ◽  
Cultural Group ◽  
Politics Of Recognition ◽  
Education Politics ◽  
The Social

One of the aims of education is the integration of students in the culture or cultures of society. However, western society presents a complex, ambiguous picture that is full of paradoxes. Three aspects of western society, the process of modernization, the influence of religion and church in society, and the social integration of minority groups in society illustrate this ambiguity. The politics of recognition implies a right to the preservation of identity. On the basis of the principle of equality, students of minority groups deserve recognition both as individuals on the basis of their human dignity, and as members of a cultural group on the basis of the principle of non-discrimination. Recognition of cultures is based on the principle of distinctiveness, which implies the value of distinct cultural characteristics. The consequences of this politics of recognition for education are discussed. In the context of a discussion of liberalism and communitarianism, a communicative design is developed that avoids the Scylla of educational neglect and the Charybdis of indoctrination and manipulation. Finally, the politics of recognition in Christian education is discussed. Different models of religious education are described and evaluated on the basis of three criteria.

Comparing antecedents of voluntary job turnover among majority and minority employees

2014 ◽  
Vol 33 (8) ◽  
pp. 735-749 ◽  
Author(s):  
Joep Hofhuis ◽  
Karen I. Van der Zee ◽  
Sabine Otten
Keyword(s):  
Social Interactions ◽  
Career Advancement ◽  
Minority Groups ◽  
Turnover Intentions ◽  
Cultural Groups ◽  
Content Type ◽  
Intercultural Leadership ◽  
Cultural Minority ◽  
Negative Social Interactions ◽  
Actual Turnover

Purpose – Cultural minority employees often display higher rates of voluntary turnover than majority employees, which reduces organizations’ ability to benefit from diversity in the workplace. The purpose of this paper is to identify specific job domains which are responsible for this difference. Design/methodology/approach – Study 1 compares actual turnover motives of voluntarily resigned minority and majority employees, based on seven job domains. Study 2 compares satisfaction with the same domains, and the subsequent relationship with turnover intentions, of remaining employees within the same organization. Findings – The two studies provided consistent results, revealing that minority employees experience more negative social interactions in the workplace, and experience less opportunities for career advancement. Both factors are shown to be more predictive of turnover intentions as well as actual turnover decisions among minority employees. Research limitations/implications – This research makes use of a distinction between several broad job domains, two which are shown to predict turnover of minority employees. Future studies should focus on uncovering more specific factors involved in these two particular domains. Practical implications – Based on the results, the authors advise organizations to pay specific attention to reducing negative social interactions between cultural groups and fostering inclusion, for example, through interventions aimed at intercultural leadership and establishing a strong diversity climate. These activities may also support career advancement of minority employees, but more specific interventions aimed at equality in career perspectives could also help reduce minority turnover. Originality/value – This paper is the first to directly compare turnover motives and predictors of turnover intentions between majority and minority groups in the same organization.

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