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"Ethnic Diversity"
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Associations of School Diversity with Students’ Race-based Victimization and School Connectedness: A Combined Influence of Student and Teacher Racial/Ethnic Diversity and Socioeconomic Diversity
School diversity has been shown to be associated with students’ school experiences. However, most studies have focused solely on student racial/ethnic diversity, in spite of the multifaceted nature of diversity. This study assessed how the combined influence of student and teacher racial/ethnic diversity and socioeconomic diversity were related to race-based victimization, school connectedness, and racial/ethnic disparities of these outcomes. The participants were Asian, Black, Latinx, and White students (n = 100,408; 46.2–53.5% female) in Grade 7 to Grade 12 attending 278 public schools in California. The participating schools’ diversity contexts were categorized into four latent profiles differentiated by varying levels of student and teacher racial/ethnic diversity and socioeconomic diversity. Race-based victimization was the least prevalent in schools with low student racial/ethnic diversity, low socioeconomic diversity, and moderate teacher racial/ethnic diversity. The magnitude of racial/ethnic disparities in race-based victimization differed across the four latent profiles; racial/ethnic disparities were minimal when there were similar numbers of students in each racial/ethnic group. School diversity’s relation with school connectedness was minimal. White students perceived higher school connectedness than other racial/ethnic groups across profiles, but the White-Latinx gap was smaller in profiles with schools having a homogeneous Latinx student population. The findings underline the importance of understanding school diversity’s interaction with students’ characteristics, particularly racial/ethnic identity, on students’ school experiences.
Journal Article
Textbook of cultural psychiatry
\"Cultural psychiatry deals with the impact of culture on causation, perpetuation and treatment of patients suffering with mental illness. The role of culture in mental illness is increasingly being recognised, and the misconceptions that can occur as a result of cultural differences can lead to misdiagnoses, under or over-diagnosis. This second edition of the Textbook of Cultural Psychiatry has been completely updated with additional new chapters on globalisation and mental health, social media and tele-psychiatry. Written by world-leading experts in the field, this new edition provides a framework for the provision of mental health care in an increasingly globalised world. The first edition of the Textbook of Cultural Psychiatry was commended in the BMA Book Awards in 2008 and was the recipient of the 2012 Creative Scholarship Award from the Society for the Study of Psychiatry and Culture\"--Provided by publisher.
Book
Diversity protects: The role of school and classroom racial/ethnic diversity on the experience of peer victimization during the middle school years
The effects of school and classroom racial/ethnic diversity on peer victimization, self-blame, and perceived school safety were examined in a racially/ethnically diverse sample of students followed over the three years of middle school. Sixth grade students (N = 5,991, 52% female; M = 11.63 years) were recruited from 26 urban middle schools that systematically varied in racial/ethnic diversity. Based on student self-report, the sample was 31.6% Latino/Mexican, 19.6% White, 17.4%, Multiethnic/Biracial, 13% East/Southeast Asian, 10.9% Black, and 6.9% Other very small racial/ethnic groups. Each school had a structural diversity score based on the number and size of racial/ethnic groups enrolled. Using a novel method based on course schedules and class rosters, each student’s individual exposure to diversity in their classes was assessed to capture dynamic diversity. Latent growth modeling showed that structural school diversity and dynamic classroom diversity were both related to less victimization at the start of middle school and a decrease over time. Dynamic classroom diversity buffered the associations between victimization and self-blame and between victimization and perceiving school as unsafe. Dynamic classroom diversity was more protective than structural school diversity. Implications for practice, intervention and policies to promote school racial/ethnic diversity were discussed.
Journal Article
Amazing : Asian Americans and Pacific Islanders who inspire us all
\"An inclusive picture book that highlights the many contributions Asian Americans and Pacific Islanders have made to the US and the world\"--Provided by publisher.
Book
“They won't push me away”: Transgender and gender‐expansive youth of color's perceptions of parental gender‐identity‐specific support
Objective: This study aims to identify types of genderidentity-specific social support provided by parents that helps transgender and gender-expansive (TGE) youth of color thrive. Background: TGE youth of color benefit from parental social support, though less is known about supportive practices that specifically affirm marginalized gender identities-gender-identity-specific social support. Guided by a counter-storytelling framework that highlights the voices of TGE youth of color, this study investigates how TGE youth of color perceive such support from parents. Method: Data were collected via semistructured interviews with 18 youth (14-25 years, Mage = 20.28) who identified as TGE and as persons of color. Transcripts were analyzed using a modified thematic coding approach to identify themes related to youth perceptions of parental support of their gender identities. Results: Findings revealed four major themes related to parental provision of gender-identity-specific social support: self-work, support of gender-atypical behavior during early development, current affirmational and instrumental support, and family cohesion. Participants discussed parental genderidentity-specific support as a valued source of strength. Conclusion: TGE youth well-being can be enhanced by facilitating parents' provision of gender-identity-specific social support. Implications: Specific insight into sources of resilience and strength for TGE youth of color are offered for researchers and practitioners.
Journal Article
Walk with me : a biography of Fannie Lou Hamer
\"Kate Clifford Larson's biography of Fannie Lou Hamer is the most complete ever written, drawing on recently declassified sources on both Hamer and the civil rights movement, including unredacted FBI and Department of Justice files. It also makes full use of interviews with Civil Rights activists conducted by the Smithsonian and the Library of Congress, and Democratic National Committee archives, in addition to extensive conversations with Hamer's family and with those with whom she worked most closely. Stirring, immersive, and authoritative, Walk with Me does justice to Fannie Lou Hamer's life, capturing in full the spirit, and the voice, that led the fight for freedom and equality in America at its critical moment.\" -- Provided by publisher.
BOOK
The impact of female representation and ethnic diversity in committees on environmental, social and governance performance in Malaysia
Purpose
This study aims to explore how females on committees (FOC) and committee ethnic diversity (CED) impact environmental, social and governance performance (ESGP).
Design/methodology/approach
This study examines 126 listed firms under the coverage of FTSE ESG Ratings in Bursa Malaysia between 2017 and 2019. This study applies partial least squares structural equation modeling (PLS-SEM) to examine the hypotheses. While the risk of common method variance is minimised using multiple data sources for the analysis, instrumental variable-free approach, i.e. Gaussian copula method which is implemented in SmartPLS 4.0 has been used to address the potential endogeneity of the model.
Findings
Empirical evidence demonstrates significant positive direct relationships between FOC and ESGP, as well as CED and ESGP. The argument of resource dependence theory and positive empirical results on the two direct relationships hold firm despite several committees being aggregated as one construct with the aim of providing different insights into the literature.
Practical implications
This study provides implications for firm leadership to consider reviewing the composition of committees by increasing female representation while striking a balance in the appointment of committee members of different ethnicities to enhance firm ESGP.
Originality/value
To the best of the author’s knowledge, this study adopts a holistic approach by capturing, for the first time, the female representation of audit, nomination, remuneration and risk management committees. These dimensions are further developed into a single quantifiable variable, presented as FOC. Similarly, the ethnic diversity of the respective committees is aggregated and developed into a single quantifiable construct: the CED. Unlike most existing studies that commonly use econometric software, the application of PLS-SEM in this study contributes to the limited body of corporate governance and ESG studies that use PLS-SEM.
Journal Article
Taking Pluralism Seriously
This book offers a theoretical, empirical, and normative analysis of the debates surrounding the accommodation of ethnocultural and societal diversity in contemporary liberal democracies. It invites readers to explore questions about pluralism and accommodation and proposes political reforms to meet the challenges arising from diversity.
eBook
Intercultural Twinnings
Intercultural Twinnings presents innovative practices that enable direct contact between people of diverse backgrounds, ethnicities, languages, and religions. This collection explores models and intervention tools to support the work of teachers, researchers, practitioners, and students.
eBook