Developmental Theory: A Yardstick for Ethnic Minority Content

Knowledge pertaining to ethnicity and culture within the social work curriculum is incorporated currently on a fragmented basis. Often this knowledge is presented from the narrow view of personality theory. Oversimplifications and gross generalizations of cultural variables of ethnic minority groups are present. This paper presents three significant theoretical constructs from developmental theory—the societal-institutional facet, the group-interactional facet and the individual-psychological facet—as a framework to aid in the identification and incorporation of ethnic minority content within the social work curriculum.     

Ethnic Minority Curriculum in Baccalaureate Social Work Programs

A survey of 87 accredited baccalaureate social work programs assessed ethnic minority content in the curriculum. Respondents described specialized courses, those with a "primary focus" (75-100% of course time) on ethnic minority curriculum, in three major topical areas: (1) curriculum content, (2) resources (e.g., textbooks, guest speakers, case studies), and (3) future implications. The majority of respondents (68%) participate in programs with these specialized courses, and indicate that curriculum content is broad in scope. They perceive resources as being readily available, current program curricula as adequate, and a strong momentum for future growth.     

Outsider ethnic minorities and wage determination in China

While some studies on urban ethnic minorities in China indicate that they earn lower wages relative to the Han majority, others show little evidence of this gap. To understand this contradiction, the authors propose that the primary issue is a failure to fully disaggregate ethnic minority groups’ labour market experiences. Leveraging a large data set looking at China's ethnic minorities, findings suggest that “outsider minorities”, such as Tibetans and Turkic groups, suffer a significant wage penalty when controlling for covariates, while minorities in aggregate do not. These findings are robust across various specifications and have notable theoretical and policy implications.     

Working on Womanhood (WOW): A participatory formative evaluation of a community-developed intervention

The well-documented disparities in availability, accessibility, and quality of behavioral health services suggest the need for innovative programs to address the needs of ethnic minority youth. The current study aimed to conduct a participatory, formative evaluation of “Working on Womanhood” (WOW), a community-developed, multifaceted, school-based intervention serving primarily ethnic minority girls living in underserved urban communities. Specifically, the current study aimed to examine the feasibility, acceptability, and initial promise of WOW using community-based participatory research (CBPR) and represented the third phase of a community-academic partnership. Qualitative and quantitative data were collected from 960 WOW participants in 21 urban public schools, as well as WOW counselors, parents, and school staff over the course of one academic year. Results demonstrated evidence of acceptability of WOW and noteworthy improvements for WOW participants in targeted outcomes, including mental health, emotion regulation, and academic engagement. Findings also indicated several challenges to implementation feasibility and acceptability, including screening and enrollment processes and curriculum length. Additionally, we discuss how, consistent with participatory and formative research, findings were used by program implementers to inform program improvements, including modifications to screening processes, timelines, curriculum, and trainings – all in preparation for a rigorous effectiveness evaluation.     

How Creative Contributions Emerge Over the Lifespan

The starting point for this article is, What are the hegemonic models of man and woman that educational practices are orientated toward in gypsy communities (models that are often in conflict with mainstream schooling institution's models of socialization)? We do not find the collectivism/individualism approach for explaining socialization in minority cultures helpful, for it can lead us to misunderstand the continuous process of change through which communities challenge existing power relations and thereby change society. The alternative proposed here is the analysis of the role of multivoicedness in the process of cultural change, hybridation, and resistance. A set of conversations with members of a Spanish gypsy community give us a “text” where multiple voices contribute, showing a mixed culture where “traditional” voices are in a constant dialogue with “modern” voices. Minority culture cannot be interpreted as a “traditional” culture, for minority culture includes voices of the hegemonic culture in various different forms and provokes hybridation as differentiation, creating a complex framework for children's socialization.     

Inter-ethnic friendship and negative ties in secondary school

This paper investigates several different aspects of inter-ethnic relationships. It focuses on friendships and negative ties between secondary school students from different ethnic backgrounds, introducing and measuring two different aspects of ethnicity: self-declared ethnicity, and ethnicity based on peer perception. These are first applied separately and then together on a sample of secondary school students in Hungary consisting of two ethnic groups: Roma and non-Roma Hungarian (N = 420). Friendships and negative ties are modelled using cross-sectional exponential random graph models for sixteen classrooms separately, and then individual models are summarized using meta-analysis. Based on the social identity approach, we predict that inter-ethnic friendships are less likely, and negative ties are more likely, than those within ethnic groups; and that majority students reject their minority peers more than the other way around. Moreover, minority students are expected to exclude those whom they perceive as minorities, but who, at the same time, identify with the majority group, since these classmates might seem to them as “traitors” of their “original” ethnic group. Results mostly confirm our hypotheses, emphasizing the role of perceived ethnicity: majority students tend to dislike peers whom they perceive as minorities, regardless of these peers’ self-declared ethnicity; on the other hand, minority students are likely to send friendship nominations towards their perceived minority classmates if these also declare themselves as minorities, but, as predicted, negative nominations if these declare themselves as majorities. This supports our general idea that different ethnicity aspects might influence friendships and negative ties in different ways, and inconsistencies in someone's ethnic categorization might play an important role in social rejection.     

Religion and Incorporation: Islam in France and Germany

This article attempts to examine religion, particularly Islam, as an emergent type of corporate ethnicity in France and Germany and how Islam is represented and recognized in relation to the established principles governing the interaction of church and state both in the histories of each country and in comparison to the United States. Although religion constitutes one element of pluralism and diversity in which Islam would be the “religion of a minority” among other ethnic groups in the United States, in Europe Islam emerges as a “minority religion” in European nation‐states. Such a conceptual difference is reflected in the understandings and applications of multiculturalism and recognition in European countries and the United States. The question then is how to insure a historical continuity between principles and ideals of states on the one hand and how to integrate the religious diversity raised by Islam into the secularism of liberal European societies on the other.     

MAKING MULTICULTURALISM RELEVANT FOR MAJORITY CULTURE GRADUATE STUDENTS*

The revised accreditation standards for marriage and family therapy programs (Manual on Accreditation, 1988) require that the curriculum reflect an emphasis on “issues of gender and ethnicity as they relate to marital and family therapy” (p. 13). Training approaches that are described in the professional literature tend to emphasize an understanding of ethnic minorities while deemphasizing the trainee's own ethnic and cultural roots. As such, training lacks dynamic integrity for the white, middle-class trainee. This paper describes a rationale for addressing the ethnic and cultural background of all family therapy trainees and provides training activities to accomplish this end.     

Connecting Learning: How Revisiting Big Idea Questions Can Help in History Classrooms

Many school districts across North America have turned to a framework for curriculum design and instruction called “Understanding by Design.” Included in the framework is a call for teachers to create “essential questions” that provocatively ask students to consider and learn the “big ideas and core processes within the content standards” (Tomlinson and McTighe 2006, 26). Essential questions guide teaching and engage students in uncovering the important ideas at the heart of a subject (Wiggins and McTighe 1998, 28). The conceptual foundation for this curricular approach and for this research is student-centered learning. Although essential questions are being widely used across content areas, a robust field of research specifically and concretely considering how exactly these questions are best employed does not exist, especially not for history courses. Through a mixed methods approach, this practical action research project determined that revisiting the same essential questions throughout the school year greatly increased students’ abilities to connect learning between units, but only slightly increased their abilities to connect learning to personal experiences outside the history classroom.     

Keepin' it R.E.A.L.: a drug resistance curriculum tailored to the strengths and needs of pre-adolescents of the southwest

Research has shown that students respond more favorably to drug prevention programs when they see their culture and themselves represented in the prevention message. Additionally, studies highlight important ethnic differences in drug behaviors and attitudes, indicating that students' ethnic culture should be considered in the creation of prevention programs. Because there are few effective, culturally grounded programs, new approaches are needed, particularly among Mexican American youth. This need inspired the Drug Resistance Strategies Project (DRS) to develop and test the keepin' it R.E.A.L curriculum serving ethnically diverse seventh grade students residing in a large southwestern city. This article describes development of the keepin' it R.E.A.L. curriculum, focusing on the methods used to ensure cultural grounding. The article also reviews literature on cultural approaches in prevention, presents a theoretical framework, summarizes key outcomes of the curriculum evaluation, and concludes with recommendations for the development of prevention programs for ethnically diverse youth.     

Ethnic Minority Social Work Mental Helath Training Programs:

This article reports on the critical mental health issues and concerns of ethnic minority groups of color. Accomplishments are summarized from National Institute of Mental Health ethnic minority social work clinical training programs. Goals and proposals are suggested for addressing ethnic minority mental health needs. Personnel and curriculum recommendations are offered to enhance the effectiveness of social work mental health interventions.     

Dimensions of life satisfaction: Immigrant and ethnic minorities

The article investigates the dimensions of life satisfaction of immigrant and ethnic minorities comparing them with the majority population. It constructs a theoretical framework, taking into account both pecuniary and non‐pecuniary dimensions of welfare. This study is based on the data of the Social Survey, administered by the Israeli Central Bureau of Statistics. Immigrants in this study are regarded as a migrant minority and Israeli‐born Arab citizens as an ethnic minority. The results reveal significant life satisfaction gaps between the groups, which can be partially explained by the value of work per se and the value of leisure activities. Applying the Blinder‐Oaxaca decomposition technique, the study revealed that the gap in life satisfaction could be attributed both to the differences in pecuniary and non‐pecuniary resources for each group, and to different returns on resources. Policy targeted on increasing the economic possibilities of minority groups would decrease the life satisfaction gaps.     

Migration,Time, and Religioethnic Identification Among U.S. Jews1

This article examines changes between 1985–1990 and 1995–2000 in relationships between migration and religioethnic identification among U.S. Jews. The results of multivariate analyses of the 1990 and 2000 National Jewish Population Surveys show that Jewish background characteristics have lost their significance as determinants of internal migration and, especially, migration across state boundaries. Concurrently, migration no longer constitutes a serious threat to group continuity and erstwhile negative effects on major religious and social behaviors have disappeared. When the two surveys were integrated into one data set, it was found that “time” enhances the inclination of Jews to move and strengthens their religious and ethnic commitments (though not their commitments to informal Jewish networks). The results are discussed in reference to three competing perspectives of migration‐identification relationships—“selectivity,”“disruption,” and “heightening”—and in the wider theoretical context of religious and ethnic processes in the contemporary United States.     

Teacher training and multiculturalism in a transitional society: the case of the Slovak Republic

The authors explore a number of issues surrounding multicultural education in “societies in transition”, emerging from their experiences during a TEMPUS project that took place in the Slovak Republic. The TEMPUS project entailed the development of a multicultural education curriculum for teacher trainers, as a response to the conditions for entry into the European Union. The paper provides background information on the position of ethnic minorities in Slovakia, in particular the Hungarian and Roma population and the development of policies, especially in education, for combating racism. In examining the challenges to educators in developing a more open system than the command education of the recent past, issues such as the predominance of traditional pedagogies, multiculturalism and antiracism, the problems of “other isms” and of giving voice to minorities are considered.     

The race relations problematic in American sociology: A case study and critique

This article reports the results of an analysis of all racial and ethnic relations articles published in the American Journal of Sociology, the American Sociological Review, Social Forces, and Social Problems, from January 1969 through December 1995. The analysis identifies by journal: 1) major methodological orientation(s); 2) how the concepts of “race,” “ethnicity,” and racial and ethnic relations are operationalized, which is useful for examining tendencies toward, or against, reification; 3) substantive content—that is, what a sociology of racial and ethnic relations is; and 4) primary context—that is, are racial and ethnic relations treated as a substantive subdiscipline in their own right, or are they merely a topic of interest for other subdisciplines such as social psychology? In brief, although some differences exist between the journals, all four journals publish disproportionately racial and ethnic relations research that: 1) is highly quantitative as opposed to theoretical, conceptual, or sociohistorical; 2) reifies U.S. Census definitions of race and ethnicity as opposed to critically evaluating such definitions; 3) social psychologizes racial and ethnic relations, or subsumes such relations under stratification processes; and 4) subsumes the racial and ethnic relations problematic under subdiscipline rubrics other than a sociology of racial and ethnic relations. The conclusion discusses the implications of these findings; for example, by virtue of what they publish, these journals construct a paradigmatic frame that gives precedence to, or legitimizes, some views and excludes, or de-legitimizes others.     

Transformative Complicity and Cultural Humility: De- and Re-Constructing Higher Education Mentorship for Under-represented Groups

The American Sociological Association, academic administrators, and underrepresented faculty have voiced serious concerns about higher education exclusionary practices for more than a decade. A perspective called “home ethnography” is introduced as a methodological tool for understanding the situation of under-represented faculty. This home ethnographic study discusses doctoral trajectories in elite American university social science and social service programs. Varied mentorship sources and reactive/pro-active strategies of under-represented academics are analyzed through the lens of the social work codes of ethics and the alignment between the explicit and the implicit curriculum. The counterpoints and contradictions arising in mentor/mentee relationships, even within presumed similarities of ethnic identity, are addressed from critical feminist, race, and postcolonial theories. Emancipatory confluences that create potential advancement, despite almost insurmountable odds, are revealed through the paradigms of “transformative complicity,” “cultural humility,” and “empowerment.” In order to generate systemic change, managed risk-sharing and multi-sector inter-institutional mentorship are strongly recommended. These actions are more likely to trigger humanizing generative processes that lead to true inclusive diversity in higher education.     

Cross‐border,cross‐ethnic,and transnational networks of a trapped minority: Israeli Arab citizens in Tel Aviv‐Jaffa

In this article, I provide a framework for studying the transnational networks of minority members as a political phenomenon. I make two claims. First, it is necessary to take into account the state and its capacity to limit transnational networks if one is to capture, analytically, the full range of such networks. Second, it is important to extend the theoretical framework of transnationalism to include populations other than migrants and to account for networks established by national minority members whose loyalty to the state can be challanged. I offer a typology of networks organized along two major axes – the state in‐border–cross‐border axis and the ethnic or religious identity axis. These two axes yield different types of in‐border and cross‐border, intranational and transnational networks. I base these claims on an analysis of four case studies of cross‐border and cross‐ethnic networks maintained by Israeli Palestinian citizens in Tel Aviv‐Jaffa.     

The “what” and “who” of co-optation: gendered racialized migrations,settler nation-states and postcolonial difference

In this article, I focus on the management of postcolonial difference and the production of belonging in a white settler nation-state in order to rethink the notion of co-optation. I first develop a theoretical framework for understanding co-optation by separating the “who” and the “what” of co-optation: actors who embody diversity in public, political debate become the “who” of co-optation, as their agency is shaped by gendered and racialized processes of subject making. The “what” of co-optation revolves around particular conceptualizations of practices, rights and freedoms, associated in this case with “gender equality,” which is rendered an empty signifier in the process. I then illustrate this framework by drawing from research on the Sharia-based arbitration debate that took place in Ontario, Canada, between late 2003 and early 2006. I focus on the claims of two Canadian Muslim women activists to show that co-optation occurs as attempts to further liberation instead advance illiberal practices.     

Desegregation: The Assimilation of a Minority Population

Abstract

A theoretical model viewing the desegregated elementary school as an instrument for the assimilation of ethnic minority children was tested using a sample of Mexican-American elementary school students. Using Milton Gordon's concepts of structural and cultural assimilation, it was hypothesized that the Mexican-American students who were ingroup oriented (unassimilated) would be less likely to integrate into the Anglo peer group (structural assimilation) and would receive a lower G.P.A. (cultural assimilation). For female students, ethnic ingroup orientation was directly related to Anglo peer group integration, as hypothesized. However, ethnic ingroup orientation was not directly related to academic G.P.A. (cultural assimilation), but rather ethnic attitudinal disposition was indirectly related to academic G.P.A. through Anglo peer group integration. For males, the relationship between ingroup orientation and academic G.P.A. was present, as hypothesized. However, ethnic attitudinal disposition was not related to Anglo peer group integration. The relationship between Anglo peer group integration and academic G.P.A. was present as hypothesized, indicating the level of efficiency in assimilating minority populations.