Seeing Eye to Eye: The Effect of Phenotypic Features on Trait Judgments

The current study examined (1) whether phenotypic features, such as eye shape increase level of stereotyping toward Asians for participants induced with a colorblind ideology and (2) whether brief inductions derived from the multicultural and colorblind theories are more effective at facilitating social tolerance than inductions derived from the control condition. We hypothesized that (1) participants in the colorblind condition would demonstrate increased levels of stereotyping toward Asians versus participants in the multicultural or colorblind conditions, and (2) either experimental condition would be more successful at facilitating social tolerance than the control condition. After student participants were randomly assigned and exposed to a colorblind, multicultural, or control ideology, they completed a general measure of diversity. As predicted, the multicultural and colorblind messages were more successful at promoting social tolerance, as it pertained to White males and Black females, compared to the control conditions. Secondly, the colorblind condition revealed increased levels of stereotyping towards Asian males and Asian females.     

Rethinking Learning Disabilities in the College Classroom: A Multicultural Perspective

This exploratory, qualitative study examined the opinions of social work faculty/instructors on teaching multicultural content with the inclusion of individuals with learning disabilities. It seeks to create a framework for understanding learning disabilities within the definition of a multicultural population and diversity in order to create a more inclusive educational atmosphere that relinquishes the focus on individual deficits that has long been the standard of education policy. This phenomenological research supports the groundbreaking work of Gilson and DePoy, who define individuals with disabilities as being inclusive in the definition of multicultural diverse groups, often termed unique cultures; these individuals, possessing shared life experiences peculiar to that group, possess unique social status, rules, and languages. Three hundred and twenty-six surveys were returned as completed from a state stratified selection method used to ensure accurate representation of social work educators nationally. The phenomenological format, which focuses on the individual's experiences, gives voice to individuals who might not otherwise have a voice. Adult Learning Theory is utilized as the framework to understand educational contexts that illuminate learning culture in higher education and support LD as a genuine population for inclusion in the diversity schema. Historical oversight of including individuals with LD in the definition of multicultural diverse groups is discussed and reasons for the oversight are explained. National social work faculty/instructors were surveyed and an exploratory survey was constructed to compare teaching of multicultural content. Ten multicultural diverse groups were defined, with the inclusion of individuals with LD, and qualitative questions were created and responses were coded into themes. Findings, implications, and limitations of the study are discussed along with supporting suggestions for more social work research concerning individuals with learning disabilities.     

The Culture of White Space,the Racialized Production of Meaning,and the Jamband Scene

This study critically examines the subculture of the jamband scene, particularly that of the band Phish, through the notion of “white space.” We demonstrate the existence of colorblind racism and denial of white privilege in the white space of Phish subculture, which is also emblematic of the jamband subculture at large. This study utilizes content analysis drawing from social media comments that react to an article written by Headcount, a political organization in the jamband subculture, titled “Phish Scene is So White: Let's Talk.” The most salient themes we found were colorblind racism and particular online forms of colorblind racetalk through emotional deflection and sarcasm—that we term NIMBY. Our findings add to our understanding of how colorblind racism operates in online versions of subcultural white spaces. We conclude by considering the importance of sociologists to urgently map the social and cultural contours by which white spaces are (re)produced, particularly through cultural processes of meaning-making.     

Social dynamics of the multicultural classroom

Instruction and learning are socially determined activities, where social forces such as classroom atmosphere, social feelings, cultural sentiments, prejudice and stereotyping, interpersonal relations and expectations, as well as the reflection of social reality in subject matter all have a significant influence on the effectiveness of teaching and learning. The effective "multicultural" teacher has to be concerned about each individual student, and also be sensitive to the group and cultural affiliations of each of his or her students. Intercultural relations in the classroom may be a source of knowledge and mutual enrichment between culturally diverse learners if managed proactively by teachers. Frustration, misapprehensions and intercultural conflict are a more likely outcome if teachers do not deal with diversity in a sensitive manner.     

Teaching Note—The Ethnographic Interview as a Method in Multicultural Social Work Education

The ever growing diversity poses challenges for social work educators, who are engaged in developing new pedagogical methods for enhancing multicultural practice. Within the framework of a diversity course, I have developed a pedagogical practice for training social workers to work in a diverse, multicultural reality. Students conduct an ethnographic interview with a person from a different, unfamiliar group, creating an encounter with the other. They then analyze the interview and complete a written reflective assignment. The interview and accompanying assignment allow students to reflect critically on how their image of the other is socially constructed and on the essential role of context and power relations in the construction of the other, the self, and the relationship between them.     

Embracing and Resisting Ethnoracial Boundaries: Second‐Generation Immigrant and African‐American Students in a Multicultural University1

The transformation of college campuses related to the growing presence of minority youth and the arrival of second‐generation immigrants offers opportunities for exploring the formation of social and cultural boundaries and ethnoracial identities in local multicultural contexts. Absent from many discussions of the merits of multicultural college settings is specification of the interactional processes and cultural transformations that presumably lie at the heart of diversity payoffs. This project focuses on students from four minority groups, three of whom are second‐generation immigrants, in a racially diverse university, combining focus groups and in‐depth interviews. First, we analyze how the social mixing practices of students congeal into ethnoracial boundaries on campus. We find that two images of multiculturalism (“fragmented pluralism” and “interactive pluralism”) play out simultaneously on this campus. Second, we examine the pathways leading to more insular ethnoracial mixing and toward more heterogeneous social mixing, as well as explore the cultural meanings of these practices in student narratives. We also compare the influence of campus context, student agency, and internal and external group pressures on varying degrees of student satisfaction with their achieved social worlds.     

A revised approach to racism in youth multiculture: the significance of schoolyard conversations about sex,dating and desire

Anxieties about social cohesion in multicultural societies have prompted scrutiny of how young people negotiate culturally diverse spaces. A key perspective of the literature at the intersections of youth studies and urban multiculture is that young people shift between racist and convivial modes of relationality to navigate their complex social worlds. Drawing on ethnographic fieldwork in a culturally diverse high school in Melbourne, Australia, I suggest that this binary framing fails to capture some of the diverse logics and practices within multicultural youth sociality. Reconciling dichotomous conceptual frames that position young people as moving back-and-forth between forms of exclusion and openness, I propose an alternative frame – a perverse form of everyday cosmopolitanism – through which to consider young people’s intercultural relations. To do this, I draw on young people’s conversations about sex, dating and desire as an entry point for new theorising about racism. Race and ethnicity were cornerstones of students’ frequent discussions about sexual ‘tastes’ and activity, discourses that have racist histories and effects. However, students did not understand their social world in such terms. These students’ social practices offer a situated illustration of how racism can function as part of a more inclusive cosmopolitan ethos in young lives, which I term ‘perverse cosmopolitanism’.     

Student Acceptance of a Multicultural Education

Abstract

While the virtues of a multicultural education are debated in the general US populace, most social work educators and organizations have embraced such an approach. Subsequently, social work journals have offered numerous essays on multicultural teaching techniques. Yet, these same journals have rarely explored the multicultural attitudes of social work students. To fill this gap, this paper empirically explores the ways in which BSW students accept or reject some multicultural goals. To do so, close-ended surveys were distributed to 437 undergraduates. After describing their responses to the authors' multicultural index, the project explores the survey results via demographic, social-psychological, and educational variables. With the assistance of a multiple regression, this project suggests that student acceptance of multiculturalism is swayed by the matters of gender and their stances on White privilege and institutional racism. However, student perceptions do not seem static since students become more positive toward a multicultural education after they have initiated interracial exchanges and completed a social diversity class.     

Multicultural Career Counseling: Theoretical Applications of the Systems Theory Framework

Increasing recognition of cultural influences on career development requires expanded theoretical and practical perspectives. Theories of career development need to explicate views of culture and provide direction for career counseling with clients who are culturally diverse. The Systems Theory Framework (STF) is a theoretical foundation that accounts for systems of influence on people's career development, including individual, social, and environmental/societal contexts. The discussion provides a rationale for systemic approaches in multicultural career counseling and introduces the central theoretical tenets of the STF. Through applications of the STF, career counselors are challenged to expand their roles and levels of intervention in multicultural career counseling.     

Social Identity and Intergroup Relations Within the Hospital

City hospitals are complex organizations made up ofthousands ofemployees with a variety ofethnic and racial backgrounds, and representing diverse occupational roles. These various groups often have differing religious and philosophical belief systems, which creates a complex combination of people similar to a small urban city. This paper investigated this multicultural society within the hospital and looked specifically at how various occupational groups define themselves in terms of their social identity. In addition, the paper also explored how various occupational groups related with one another. This study explored specifically the intergroup relations ofthe psychiatric staffand their supporting personnel. These groups were understood within the theoreticalframework of Tajfel’s social identity theory (1978,1982), and Allport’s (1954) intergroup contact theory, as well as Sherif (1961) and Turner's (1975) concept ofthe in group/out group process.     

Four forms of youth civic engagement for diverse democracy

Which form or forms of civic engagement have the most potential to involve young people in a socially-just diverse democracy? At a time when civic engagement will benefit from conceptual clarification, this paper addresses this question and some of the issues it raises. It analyzes four forms of youth civic engagement for a socially-just diverse democracy. It examines each one according to analytic categories, compares their similarities and differences, and raises questions for future work. It draws upon research in psychology, sociology, and other academic disciplines; and on intergroup relations, multicultural education, social work, and other professional fields. The expectation is that systematic analysis of these phenomena as a subject of study will contribute to the quality of their practice, and move discussion of civic engagement to the next level.     

Social Identity and Intergroup Relations Within the Hospital

City hospitals are complex organizations made up of thousands of employees with a variety of ethnic and racial backgrounds, and representing diverse occupational roles. These various groups often have differing religious and philosophical belief systems, which creates a complex combination of people similar to a small urban city. This paper investigated this multicultural society within the hospital and looked specifically at how various occupational groups define themselves in terms of their social identity. In addition, the paper also explored how various occupational groups related with one another. This study explored specifically the intergroup relations of the psychiatric staff and their supporting personnel. These groups were understood within the theoretical framework of Tajfel's social identity theory (1978, 1982), and Allport's (1954) intergroup contact theory, as well as Sherif (1961) and Turner's (1975) concept of the in group/out group process.     

Evaluating multicultural curricula in the community college: A sociocultural framework

This paper addresses the need for models for assessing multicultural programs in the community college, the most culturally and socioeconomically diverse educational institutions in the country. A three-dimensional framework presents faculty, student, and curriculum variables critical to the implementation and outcomes of multicultural programs. The framework emerged from the formative evaluation of a new interdisciplinary social science curriculum and guided the design of the national field test of that curriculum in 30 community college classrooms. Three kinds of results are reported: implementation patterns; appropriateness to faculty members' teaching goals; and impact on reading behavior, interest, overall learning, and political efficacy of students with diverse ages, ethnic and sociocultural backgrounds, and political positions. Political efficacy gains of older students and students with lower socioeconomic backgrounds are discussed. The importance of such a framework in documenting the interaction between a curriculum and its sociocultural context is stressed.     

Effects of an Expressive Art Intervention with Urban Youth in Low-Income Neighborhoods

Various forms of expressive arts are known to have associations with positive academic, social, and behavioral outcomes in addition to offering important therapeutic benefits for children and adolescents. However, very limited knowledge has been developed regarding specific expressive arts interventions for promoting positive youth development and preventing problematic behaviors in youth from urban, low socioeconomic neighborhoods. Therefore, the purpose of the current study was to expand the nascent research area in arts interventions by evaluating an expressive art intervention offered to youth through a positive youth development program located in several public housing neighborhoods. Quasi-experimental design was applied to test the impact of a poetry-focused art intervention on self-reported perceptions of academics, social competence, and multicultural attitudes of a culturally diverse sample of 40 urban sixth to eighth grade youth. Participants were recruited through a positive youth development program located in the public housing neighborhoods where they reside. Pre and post data were collected. Prior to the arts intervention, there were no statistically significant differences between the youth on self-report measures of academic capacity and social competence. The first group of youth who participated in the intervention reported enhanced capacity on all three measures when compared to peers who had not yet participated in the program. However, the second group of youth to receive the program showed no statistically significant gains when compared to their peers who received the intervention first. The study provides compelling support to further explore the efficacy of expressive arts on influencing attributes of positive youth development among urban adolescents. In addition, the study offers valuable insights into the process and complexities involved in developing agency partnerships and conducting research on after-school programs.     

Perspectives of Social Work Faculty on Diversity and Societal Oppression Content

This article presents data from a secondary analysis of a 1992 survey of graduate social work faculty to identify their views of the importance of content on diverse populations and types of oppression. The large majority of respondents rated content on several population groups and types of oppression to be important or very important. In most categories, however, the respondents rated including content on populations rather than on types of oppression to be more important, at a statistically significant level. The authors discuss the implications of this finding and place it in the context of current writings on multicultural social work.     

Teaching Note—Revisiting Stereotypes: Enhancing Cultural Awareness Through a Web-Based Tool

Educating social work students to work in a diverse, multicultural reality is a major challenge in the profession. This teaching note suggests one method, the Web-based implicit association test, to develop and enhance cultural awareness among social work students. Based on my experience, I propose a framework for using the test to initiate a meaningful learning experience for students.     

HOW AMERICANS UNDERSTAND RACIAL AND RELIGIOUS DIFFERENCES: A Test of Parallel Items from a National Survey

How can we better conceptualize attitudes about difference in an increasingly diverse, multicultural United States? This article uses data from a recent, nationally representative telephone survey with oversamples of African Americans and Hispanics to analyze attitudes about two prominent sources of distinction in the United States. Race and religion were selected because they tend to be understood in very different ways—race as a social problem, religion as an individual choice and collective good. To assess the utility of these contrasting emphases built into common survey measures, we constructed a battery of questions that included parallel items for both. Our findings indicate that, with some notable exceptions, Americans' attitudes tend to be more similar than different, such that respondents see comparable (rather than contrasting) positive and negative aspects of race and religion in the United States. Based upon these results, we argue for a more multifaceted approach to the conceptualization, measurement, and analysis of race and religion, with implications for how we generally approach difference, diversity, and multiculturalism.     

With Strength and Struggle: A Teacher's Process of Transforming Science into Multicultural Science. Where is Multicultural Science in Science Education Reform?

This interpretive case study focuses on one middle school science teacher in the United States as she transforms her classroom based on her personal definition of science education that is multicultural. The teacher‐participated in a multicultural science institute over the course of four years which provided a framework for her change process. Critical to the change process was an acceptance of the responsibility to teach science to all students in her diverse classroom. Elements of her change process included incorporating a model of science known as the 3P's, as well as, a focus on multicultural perspectives and cooperative learning. Classroom practices were changed as a result of a complex interaction between her increasing conviction in the academic ability of her students and an evolving perception of science as a social construction.     

Cross-Cultural Supervision

A multicultural perspective is essential in the twenty-first century. It is projected that by the year 2010 twelve of our most populous states will have significant minority populations. Thus, the supervision triad of patient, psychoanalyst, and supervisor will most likely contain persons of differing racial-ethnic backgrounds who are confronting problems and concerns in a diverse social environment. This paper uses examples to illustrate how this diverse triad is played out.     

Rural-Urban Differences and Their Amelioration

South Korean society is in transition toward a multicultural society. Integrating multicultural education into current citizenship education is challenging for the society. Historically, many national tragedies have created the unique characteristics of what being Korean means. South Korean social studies curriculum emphasized that Korea is a monolithic society with one language, one history, and one ethnicity. In recent years, however, the number of foreigners living in South Korea dramatically increases because of work, study, and marriage. As they become be members of Korean society, it is necessary that South Koreans acknowledge diverse groups in the society and revise a long-held belief about who we, as Koreans, are. To this end, the Korean social studies curriculum should include more information about as well as respect and promote ethnic, cultural, and social diversity. Social studies teachers should attempt various activities to promote students’ understanding of current social changes in South Korea.