Building Solidarity Through Difference: A Practice Model for Critical Multicultural Organizing

ABSTRACT

Building solidarity is perhaps the most crucial, yet under-theorized, process in organizing for social change. Traditional models of union and neighborhood-based organizing associate solidarity with commonality, as opposed to difference. However, this traditional organizing model is being forced to adapt to an increasingly multicultural context, presenting a need for rethinking past practices and creating new frameworks for multicultural organizing. Theoretical work on the topic has been relatively detached from action on the ground, with few efforts to translate it into community organizing practice. This article develops a practice model for critical multicultural organizing drawing on a five-year qualitative, participatory evaluation of youth participation in grassroots community organizations. As well as offering insight into the efforts of young people to organize around neighborhood issues in largely low-income and racially diverse communities of color, the cases highlight inclusive practices that will help any organization become more sustainable and effective.     

Considering the community influence for lesbian,gay, bisexual,and transgender youth

Lesbian, gay, bisexual and transgender (LGBT) youth experience typical tasks of adolescence, but may also face heterosexist and homophobic environments and LGBT-related victimization that can lead to greater risk of poor psychological outcomes compared to non-LGBT youth. LGBT youth who are supported by peers, parents, and school personnel may be protected from these negative outcomes. One oft-cited recommendation to increase beneficial outcomes for LGBT students is the creation of a gay–straight alliance (GSA) in the school. Beneficial outcomes have been documented for LGBT students who attend schools with GSAs, but there seems to be a significant lapse in the literature with regard to community factors. The likelihood that acceptance and support at the community level leads to similar amounts of acceptance and support at the school level (in terms of supportive peers, faculty, and parents) and thus significantly affects student outcomes is discussed. Acknowledging the benefits of GSAs, this article suggests that the presence of GSAs in a given school may be indicative of overall community support and the benefits linked to GSAs may be better explained by these community-related factors.     

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.     

Are We Thinking Straight? The Politics of Straightness in a Lesbian and Gay Social Movement Organization

Daniel Cortese's book, ‘Are we thinking straight: Thepolitics of straightness in a lesbian and gay social movementorganization’ examines the political strategies of theUSA organization, the Straight and Gay Alliance (SAGA), andits efforts to promote ‘safe schools’ for lesbian,gay, bisexual and trans youth (LGBT). The book's main focusis on how SAGA deploys the involvement of ‘straight’or heterosexually-identified individuals as part of SAGA's publicpolitical agenda. As a national organization with numerous localchapters across the United States, SAGA encourages parents,teachers and students to work together to ensure that schoolsactively protect LGBT students from homophobic     

Multicultural education in Thailand

This study examines multicultural education policy in Thailand. The researcher used the qualitative research methods of interviewing, observation and document examination to obtain data. Theory about multicultural education was used as a theoretical framework. The sites of study were eight primary schools that served students from diverse cultures – Muslim, Buddhist, Burmese, Cambodian and Thai – in the southern provinces of Thailand. Results showed that current educational policies do provide opportunity for migrant students to access public education. The Ministry of Education has allowed schools to apply their own rules and regulations that reflect the diverse cultures of their students. The results also show that the curriculum includes references to various cultures, that textbooks contain content that encourages students to live in harmony with people from different cultures and that some schools have implemented bilingual education programs. However, deeper analysis of school practices made it clear that what seems to be an acceptance of cultural diversity is just another form of assimilation. The well-established features that define Thainess remain intact and the inclusion of culturally specific content is insufficient to change the unequal power relations among dominant and minority groups in Thailand.     

Multicultural education: A new approach for a new South African dispensation

In a new South African dispensation, the reconstruction of a national education system necessitates fundamental change to existing educational policies and practices. Seen as a cultural kaleidoscope or ethnic mosaic of peoples, modern South African society can be characterised as being multicultural. It stands to reason, therefore, that multicultural education for a new multicultural South Africa has become a logical, outcomes-based necessity. The extent to which multicultural education will succeed depends largely on the knowledge, attitudes, views and conduct of the teacher as initiator, facilitator and manager of the educational and learning practice. Most teachers in this country have been trained in a monocultural context and are therefore not adequately prepared for implementing multicultural education. All educators in South Africa who are seriously concerned with the formal education of children will have to become equipped with the knowledge and skills necessary to initiate and facilitate optimal learning in a multicultural context. What is needed is an innovative and studious predisposition, cultural reappraisal, and the acceptance of co-ownership in building a new democratic dispensation for South Africa. Teachers within multicultural school contexts need to bring about this conceptual paradigm shift in the hearts and minds of young people.     

An Examination of School Counselors’ Competency Working with Lesbian,Gay and Bisexual and Transgender (LGBT) Students

This study aims to investigate school counselors’ competency level in working with lesbian, gay, bisexual, transgender (LGBT) youth. Using a sample of 125 school counselors who are currently practicing in schools, this study found school counselors perceived themselves with very low competency levels. Spearman's rho correlation results indicated that only three demographic variables were significantly correlated with school counselors’ self-perceived competency level: sexual orientation, whether having received any postmasters trainings and geographic regions. Counselors identifying as nonheterosexual, those who received postmasters trainings or workshops, and those who reside in the West tend to have a higher self-perceived competency working with youth identifying as LGBT.     

The Interplay between Online and Offline Explorations of Identity,Relationships, and Sex: A Mixed-Methods Study with LGBT Youth

Although the Internet is commonly used by lesbian, gay, bisexual, and transgender (LGBT) youth to explore aspects of sexual health, little is known about how this usage relates to offline explorations and experiences. This study used a mixed-methods approach to investigate the interplay between online and offline explorations of multiple dimensions of sexual health, which include sexually transmitted infections, sexual identities, romantic relationships, and sexual behaviors. A diverse community sample of 32 LGBT youth (ages 16–24) completed semi-structured interviews, which were transcribed and then qualitatively coded to identify themes. Results indicated that, although many participants evaluated online sexual health resources with caution, they frequently used the Internet to compensate for perceived limitations in offline resources and relationships. Some participants turned to the Internet to find friends and romantic partners, citing the relative difficulty of establishing offline contact with LGBT peers. Further, participants perceived the Internet as an efficient way to discover offline LGBT events and services relevant to sexual health. These results suggest that LGBT youth are motivated to fill gaps in their offline sexual health resources (e.g., books and personal communications) with online information. The Internet is a setting that can be harnessed to provide support for the successful development of sexual health.     

An Academic Course That Teaches Heterosexual Students to be Allies to LGBT Communities: A Qualitative Analysis

A theory of lesbian, gay, bisexual, and transgender (LGBT) ally identity development integrated the following theories—multicultural counseling theory (MCT), self-concept formation theory (SCFT), and social identity theory (SIT)—to design a course to train heterosexual students to be allies to LGBT communities. Students participated in interviews and activities with LGBT persons, presented seminars on LGBT topics, and wrote papers about these experiences. An analysis of their reactions suggested that initially, students perceived themselves as lacking credibility to be allies. After interacting with LGBT communities, students gained the knowledge, attitudes, and skills they needed to be confident in supporting and advocating for LGBT persons.     

Toward a Critical Social Theory of Youth Empowerment

SUMMARY

This article contributes to the development of a critical social theory of youth empowerment which emphasizes collective efforts to create sociopolitical change. It draws upon analysis of four youth empowerment models, and upon findings from a participatory research study which identified key dimensions of critical youth empowerment: (1) a welcoming, safe environment, (2) meaningful participation and engagement, (3) equitable power-sharing between youth and adults, (4) engagement in critical reflection on interpersonal and sociopolitical processes, (5) participation in sociopolitical processes to affect change, and (6) integrated individual- and community-level empowerment. It concludes with discussion of the measurement of outcomes, and the challenges and opportunities for empowerment in youth organization.     

Multicultural Democracy: Toward a better democracy

Multicultural democracy incorporates socio-economic, cultural, and political diversity and goes beyond current conceptions of democracy. It begins by asking these critical questions: Who is and is not participating in democracy and on whose terms? And how wide is the path to participation? These questions serve as a foundation for exploring the three tenets of multicultural democracy: democracy as a path, membership in both large and small publics, and diversity as essential. After explaining the theory of multicultural democracy, I examine the extent to which critical pedagogy, building of community, and thorough disciplinary content contribute to classroom-based multicultural democracy.     

Traversing the Margins: Intersectionalities in the Bullying of Lesbian,Gay, Bisexual and Transgender Youth

SUMMARY

This study explores the perspectives of service providers and youth advocates on bullying of lesbian, gay, bisexual and transgender (LGBT) youth and intersectionalities in LGBT peer victimization. In depth, semi-structured interviews were conducted with nine key informants (4 male, 4 female, 1 transgender male; 4 gay, 3 lesbian, 2 non-identified; 6 white, 1 South Asian, 2 Middle Eastern) recruited using purposive sampling from diverse education and social service settings. Narrative thematic analysis and a constant comparative method were used to identify themes. Five themes emerged from the data: (1) “transgressing gender norm boundaries”; (2) homophobic sexism vs. sexist homophobia; (3) “you choose sexuality or you choose race”; (4) newcomer youth and citizenship; and (5) “multiple wires together … create the cage.” Findings suggest the importance of an intersectional approach to conceptualizing and addressing LGBT bullying and to uncovering the differential experiences of bullying among LGBT youth. Bullying related to sexual orientation should not be assumed to be the only or primary form of violence shaping the lives of LGBT youth.     

‘Being young and LGBT,what could be worse?’ Analysis of youth LGBT activism in Indonesia: challenges and ways forward

Young Indonesian LGBT people are currently mobilising against a wave of conservatism and violence in an increasingly anti-LGBT context. Young LGBT people are showing remarkable courage and strategic thinking and mobilising in a range of ways. These include grassroot peer support, advocacy, and partnerships with government, adult-led non-government organisations and the private sector. However, these youth also face multiple challenges. This article highlights findings from a 2016 study of mobilisation by youth LGBT activists, using in-depth feminist qualitative research methods. The aim of the research was to highlight the resilience of young LGBT people in Indonesia, the barriers they face, and to consider what feminists and development policymakers and practitioners can do to support them.     

Psychotherapy with Lesbian,Gay, Bisexual,and Transgender Older Adults

A small literature has addressed psychotherapy with lesbian, gay, bisexual, and transgender (LGBT) samples over the past two decades. Older adults have also been investigated in a growing number of psychotherapy research studies. However, psychotherapy specifically with LGBT older adults has not received adequate investigation. This review relies on converging lines of research to provide an integrated discussion of evidence-based psychological treatments (EBTs) with current research and clinical observations in the field of gerontology and suggests ways in which these topics can inform psychotherapy practice with LGBT older adults. We summarize current research on aging in several areas of practical interest to psychotherapists seeking to apply EBTs in their work with LGBT older adults. These areas include: adult development, coping, stigmatization, social context, and the effects of cohort membership. The results of these studies belie stereotypes regarding both the aging process, in general, and more specifically LGBT older adulthood, with significant implications for the practice of psychotherapy. EBTs are adaptable to a variety of issues encountered in later life by LGBT older adults, and these modifications to therapeutic technique are addressed throughout.     

Multicultural Democracy and Inquiry Pedagogy

This paper is an examination of the intersections between the concepts of multicultural democracy, inquiry pedagogy, and classroom-based use of the Internet. Data from research on a professional development project is used to illustrate the ways in which the central tenets of multicultural democracy, as set forth by Marri, can be addressed through the use of inquiry pedagogy. In addition, the benefits of the Internet as a classroom tool are explored in relation to the goals that multicultural democracy and inquiry pedagogy share. The vital role of the teacher in formulating and presenting lessons consistent with these goals is emphasized throughout. "It falls into my whole philosophy of social studies education, how I think children can learn the social studies. You really have to be a part of it -- it's not a bunch of information. It's social. It's how people interact and a process like [inquiry] makes learning content and learning about old ideas and new ideas a social thing. That's why the classroom is here -- to do things like that. Inquiry allows for it and encourages it." (Tom W, teacher participant in a professional development project on technology-supported inquiry)     

Japanese Education in an Era of Internationalization: A Case Study of an Emerging Multicultural Coexistence Model

Abstract: Responding to the pressure of internal internationalization, some local communities and schools in Japan started to generate and practice a new philosophy known as “multicultural coexistence” (tabunka kyousei). Based on a long‐term ethnographic research in one of the most progressive multicultural communities and elementary schools in Japan, this paper elucidates the shape of an emerging “multicultural coexistence” education model in Japan and provides some implications for its further development. By focusing on returnee and newcomer students enrolled, the paper argues the transformation of school culture, which will be delineated as an interaction among different agencies at the school: “the margin”, “the top”, “the outside” and “the inner core”. From these ethnographic findings, the paper draws five main features of the emerging model—three that are positive and two that are potentially problematic:

• 1 community‐based school reform movement,
• 2 teachers as decision makers, learners, and cooperators,
• 3 students’ knowledge and experience as a shared resource,
• 4 country‐oriented approach in difference/similarity framework,
• 5 treating all differences equally same.

Referring to the critiques of multicultural education in the United States of America, the discussion suggests that the issue of social justice should be addressed more in the model by highlighting the issue of ethnicity in Japanese society. Changing teachers’ attitudes toward such direction is vital and the paper proposes that coherent set of institutional changes, which centre around social justice, are necessary to raise teachers motivation.     

Endorsement for Civil Rights for Lesbian,Gay, Bisexual,and Transgender People Among Heterosexual College Students: Informing Socially Just Policy Advocacy

In the past decade, advocacy efforts to establish social policies that legally recognize same-sex relationships and protect lesbian, gay, bisexual, and transgender (LGBT) people from employment discrimination have increased considerably throughout the country. To inform these advocacy campaigns, we investigate endorsement for LGBT civil rights among heterosexual college students (n = 1,714). Students, overall, were moderately supportive of LGBT rights. Twenty-one variables were found to be significant in the initial analyses; however, only seven retained significance in the final analysis which controlled for all variables. Results suggest that political ideology and specific LGBT attitudes are most influential. Religiosity and having LGBT extended family members are also important. Implications for LGBT advocacy efforts are discussed.     

Feasibility,Acceptability, and Initial Efficacy of an Online Sexual Health Promotion Program for LGBT Youth: The Queer Sex Ed Intervention

Lesbian, gay, bisexual, and transgender (LGBT) youth experience multiple sexual health inequities driven, in part, by deficits in parental and peer support, school-based sex education programs, and community services. Research suggests that the Internet may be an important resource in the development of sexual health among LGBT youth. We examined the feasibility of recruiting youth in same-sex relationships into an online sexual health intervention, evaluated intervention acceptability, and obtained initial estimates of intervention efficacy. LGBT youth (16 to 20 years old) completed Queer Sex Ed (QSE), an online, multimedia sexual health intervention consisting of five modules. The final sample (N = 202) completed the pretest, intervention, and posttest assessments. The primary study outcomes were sexual orientation identity and self-acceptance (e.g., coming-out self-efficacy), sexual health knowledge (e.g., sexual functioning), relationship variables (e.g., communication skills), and safer sex (e.g., sexual assertiveness). Analyses indicated that 15 of the 17 outcomes were found to be significant (p < .05). Effect sizes ranged from small for sexual orientation (e.g., internalized homophobia) and relationship variables (e.g., communication skills) to moderate for safer sex (e.g., contraceptive knowledge) outcomes. This study demonstrated the feasibility, acceptability, and initial efficacy of QSE, an innovative online comprehensive sexual health program for LGBT youth.     

Children's Use of Multiple Categorisations in Practice in a Multicultural Setting

Little is known about whether and how children combine categories of race, ethnicity, language and religion in multicultural settings where more than one of these dimensions is salient. Ethnographic data from a multicultural London primary school found that children usually organised multiple categories congruently (e.g. ‘If you're Indian you are Sikh’), despite strong opposition from teachers. This congruent organisation may originate in an undifferentiated experience of categories in the family and/or represent the best ‘fit' with a local population in which categories were correlated. Children used congruent organisation to infer peers’ group membership, which may amplify intergroup contrasts.     

Incorporating Multicultural Learning in Clinically-Based Education in the United States

This study attempted to explore and clarify the ambiguity surrounding cultural concepts, broaden and deepen the current understanding of cultural competency, and operationalize its core components in multicultural education in the United States. The research findings presented in this study were organized into three overarching themes: Level I: knowledge development; Level II: integrative processes; and Level III: practice evaluation. The findings contributed to the formulation of levels in multicultural learning and to the specification of core cultural components in clinical practice.