Identity,dislocation and belonging: Chinese/European narratives of mixedness in Aotearoa/New Zealand

With over 10% of the population identifying with multiple ethnic groups, identities in New Zealand are increasingly complex. This article explores identifications of individuals of mixed Chinese and European descent: the ways in which personal location, classification and race influence feelings of belonging within and between multiple ethnic groups. The fluidity and diversity of the New Zealand context and the resulting positioning of ‘mixed race’ provide an interesting counterpoint to the comparatively well-studied American and British contexts. Drawing on 20 interviews with individuals of mixed descent, this research highlights how individual identity diverges from official classification and how this dissonance is understood through experiences of dislocation and belonging. ‘Mixedness’ is negotiated and enacted in many ways, as individuals find ways to belong in the face of wider dislocation, intertwining aspects of heritage, experience, community and nation.     

Lessons Learned: Pedagogical Tensions and Struggles with Instruction on Multiculturalism in Social Work Education Programs

While the importance of multiculturalism to social work education and practice has been extensively theorized in the social work literature, very little empirical attention has been paid to the concrete experiences of social work students within the classroom. The socializing influence of pedagogy is one aspect of the professionalization process that must be considered in addressing issues of diversity and inclusion in graduate education programs. This article addresses this gap by describing and analyzing the narratives of 15 minority graduate social work students. It examines their perception and experiences with instruction on multiculturalism with the graduate curriculum and the meaning they assign to these experiences. Their narratives illuminate the myriad ways that the curriculum excludes minority students and reproduces social inequality. Social work education has a responsibility to eliminate racism and inequality from the content of its courses and in its teaching methods. The identification of these negative socializing messages may assist educators in structuring curricular and pedagogical practices that can facilitate the academic success of all students.     

The Path to Social Work: Contextual Determinants of Career Choice among Racial/Ethnic Minority Students

While the importance of multiculturalism to social work education and practice have been extensively theorized in the social work literature, very little empirical attention has been paid to the concrete experiences of social work students with instruction on multiculturalism. The experience of students within the multicultural classroom is one aspect of the professionalization process that must be considered in addressing issues of diversity and inclusion in graduate education programs. This article addresses this gap by describing and analyzing the narratives of 15 minority graduate social work students. It examines their perception and experiences with the graduate multicultural curriculum and the meaning they assign to these experiences. Their narratives illuminate the myriad ways that the curriculum excludes minority students and reproduces social inequality. Social work education has a responsibility to eliminate racism and inequality from the content of its courses and in its teaching methodologies. The identification of these negative socializing messages may assist educators in structuring curricular and pedagogical practices that are compatible with the multiethnic groups that both serve and are served by the profession.     

State carnivals and the subvention of multiculturalism in Singapore

Increasing attention is being paid to the specificities of Asian multiculturalism in relation to ethnic pluralism, citizenship and developmental state formation. This article examines these relationships by analysing three carnival events in colonial and postcolonial Singapore that were organized by the state to promote its official multiculturalism. Through its cultural logics of horizontal racial segmentation, cascading symbolic authority from the state to co-opted communal representatives and multi-modal ritual iteration, the 1937 King George VI coronation celebrations proffered an imperial multiculturalism based on mediating plural groups and procedural norms. Adopting the same cultural logics in the 1970s, the newly-independent nation-state revived and transformed Chingay, a creole Chinese religious procession, into an annual parade celebrating the nation as comprising racially plural groups bound together by the modern ethos of progress the developmental state exemplified. In the 2000s, Chingay has been turned into an international spectacle celebrating Singapore as a cosmopolitan global city of hybridizing multiculturalism. But indicative of new racial-class segmentation, the old nation-building pluralism is promoted by Racial Harmony Day carnivals held in suburban public housing neighborhoods. This bifurcated multiculturalism reflects the developmental state's attempts to deal with new citizenship trends as they grind against the old ethnic pluralism. While faced with the same issues globalization brings, this postcolonial multiculturalism is distinctively different from liberal multiculturalism, not least because the subvention of multiculturalism is achieved through the state appropriation of vernacular cultural practices through its carnivals.     

Manipulating diversity: How diversity regimes at US universities can reinforce whiteness

As US universities attempt to accommodate a growing multicultural society, the task of racially diversifying entering cohorts and retaining a racially diverse student demographic has taken on a leading role in recruitment, college admissions, and campus programming. But, we ask, what definitions of racial diversity are fueling these changes and how have existing racial diversity regimes impacted racial/ethnic hierarchies? We analyze two widespread applications of racial diversity—racial diversity as benefit for all and racial diversity as status marker—to illustrate how racial diversity regimes can be manipulated in ways that undermine the contributions of racially/ethnically minoritized groups and reinforce a racial order that privileges Whiteness—particularly when framed around interest convergence. We conclude by discussing the importance of articulating more concrete racial diversity objectives, addressing structural contributors to racial inequity, and measuring diversity outcomes.     

Advancement in social work education: fostering a supportive environment for students of non-dominant racial and ethnic backgrounds

Doctoral students from non-dominant racial and ethnic backgrounds continue to be underrepresented in programs of social work despite efforts to increase student diversity. This paper highlights the unique challenges experienced by non-dominant racial and ethnic students and offers suggestions for addressing retention and attrition concerns among these students across systems within doctoral social work programs. The authors identify structural inequalities, marginalization, discrimination, minority stress, and lack of support as potential barriers to student success. Suggestions for increasing diversity and retention are rooted in critical multiculturalism and involvement theory, emphasizing institutional change, socialization, recruitment, and social support.     

Multiculturalism at play: young people and citizenship in Australia

This article analyzes an Australian theatre program that engaged diverse youth in (re)visioning citizenship and multiculturalism by creating new notions of belonging and altering perceptions of Aboriginal culture and its value in Australia. This kind of work – where young people's understandings of inclusion and diversity can be unsettled, critiqued, and developed – is crucial because current approaches to Australian multiculturalism tend to rely on Anglo-centric norms and fail to account for indigeneity. Drawing on participant observation and semi-structured interviews, I argue that youth theatre based on reflexive practices and cross-cultural sharing may offer a useful tool for young people's education for inclusive citizenship in a multicultural, super-diverse context. When practiced thoughtfully, such programs can offer space for rethinking citizenship and belonging in ways that recognize the centrality of Indigenous culture and critically reflect on the limitations of the dominant culture's reliance on Anglo cultural norms and ideas.     

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.     

Assimilation,multiculturalism, hybridity: The dilemmas of the ethnic chinese in post-suharto Indonesia 1

The dominant discourse in accommodating the ethnic Chinese in Indonesia during Suharto's regime was one of assimilation, which forcefully aimed to absorb this minority into the national body. However, continuous official discrimination towards the Chinese placed them in a paradoxical position that made them an easy target of racial and class hostility. The May 1998 anti-Chinese riots proved the failure of the assmilationist policy. The process of democratization has given rise to a proliferation of identity politics in post-Suharto Indonesia. The policy of multiculturalism has been endorsed by Indonesia's current power holders as a preferred approach to rebuilding the nation, consistent with the national motto: ‘Unity in Diversity’. This paper critically considers the politics of multiculturalism and its efficacy in managing cultural diversity and differences. It deploys the concept of hybridity to describe as well as analyze the complex identity politics of the ethnic Chinese in contemporary Indonesia.     

Multiculturalism and political integration in Birmingham and Bradford

The article discusses multiculturalism and political integration in Birmingham and Bradford, two cities that are amongst the main urban areas of immigrant settlement in England outside London. The article focuses especially on the subject of ethnic mobilization, and describes for each ethnic community in each of the two cities the type and character of their organizations and their role in multi‐culturalist politics. On the basis of the evidence presented for each city it is concluded that despite some negative indications about the success of multiculturalism, there are also very many positive signs which speak in favour of a limited claim for multiculturalism, as delineating the creation of a political situation in which relatively new ethnic minorities are able to have the protection of a cultural home and the resource of ethnic culture to provide solidarity as they fight for their rights. This limited claim for multiculturalism is far from being incompatible with democracy. It may even serve to strengthen it     

Political correctness and multiculturalism: Who supports PC?

What is the nature and content of political correctness and multiculturalism? Are both these movements solely products of left-wing politics masquerading as an effort to create more racial, sexual, ethnic, and religious diversity throughout social institutions in the name of fairness and equity or are these movements addressing legitimate concerns about tolerance and equality? What of right-wing allegations that information used by proponents of these two movements is biased? What are the social and political implications of these movements and the relationship between economics and multiculturalism? Finally, why is there such controversy surrounding these movements, and who is in fact the opposition? These are some of the questions addressed in this essay.     

Gender diversity among ‘boys’ in Papua New Guinea: Memories of sameness and difference in early childhood

Childhood is a time when children begin to constitute themselves as gendered subjects largely according to social norms that are rigidly framed within dominant discourses of heteronormative binary gender. This paper is based on the life histories of 42 sexuality and gender diverse adult men and transgender women conducted in PNG. Findings offer insight into the ways in which boys transgressed gender norms through dress, play, work within the home and in dance. We argue that gender transgression in childhood is not a contemporary phenomena and such childhood experiences of boys in PNG should be recognised as part of the country's rich cultural diversity.     

Latinos’ Changing Ethnic Group Representation From Elementary to Middle School: Perceived Belonging and Academic Achievement

This study examined the association between change in ethnic group representation from elementary to middle school and Latino students’ school belonging and achievement. The ethnic diversity of students’ middle school was examined as a moderator. Participants were 1,825 Latino sixth graders from 26 ethnically diverse urban middle schools. Hierarchical regression analyses showed that a change in ethnic representation toward fewer Latinos in middle school than elementary school was related to less perceived belonging and lower achievement in schools with low ethnic diversity. There were no mean differences as a function of declining representation in more diverse middle schools, suggesting that greater school diversity was protective. Findings highlight the importance of examining school ethnic context, especially across the middle school transition.     

Multiculturalism’s categories and transnational ties: the Bangladeshi campaign for independence in Britain, 1971

Accounts of the changing categories operative within British multiculturalism have commonly focused upon the gradual division of identities. Analysing the 1971 Bangladesh Liberation War’s effects in Britain, this article suggests that a narrative of categorisations in British multiculturalism must be more complex, sensitive to shifts in time and both bottom-up and top-down factors. Whilst the mobilisation of second-generation British Bangladeshi community organisations in the 1980s firmly established Bangladeshis as a distinct constituency of multiculturalism, the 1971 campaign, conducted in a context less sensitive to the internal diversity of ethnic minorities, contributed to a more partial recognition of Bengalis as distinct. Such categorical shifts, the article suggests, are therefore the result of both domestic and transnational politics. In the British Bangladeshi community, ‘homeland’ political issues, particularly those centred on the relationship between Bangladeshi culture and Islam, have mapped heavily onto British struggles about how the community is framed. The transnational mobilisations, by bringing British Bangladeshis into increased contact with mainstream institutions, have often assisted rather than frustrated integration. Nevertheless, the importation of Bangladeshi political conflict to Britain has at times been resisted by British elites, reflecting again the importance of the dialect between bottom-up and top-down action in producing multiculturalism’s structure.     

Making globalization work for Chinese higher education by building bridges between internationalization and multiculturalism

The rapid expansion of higher education in China is bringing together two phenomena, internationalization and multiculturalism. This study explores the question of what Chinese universities are doing to bridge the gap between these two. Three types of higher education institutions attended by minority students are selected: a university under the governance of an ethnic autonomous region, located in Inner Mongolia; a university under the Central Ministry of Education in Beijing, and a university under the Ethnic Affairs Bureau, specifically designated for nationalities, in Hubei Province. A content analysis of selected relevant documents and interviews with university academic/administrative staff, Han and ethnic minority students were carried out. Chinese universities seem more than willing to internationalize for status advancement. However, multiculturalism in the sense of recognition of ethnic minority cultures, is not viewed as bringing higher status. The implications for bridging internationalization and multiculturalism are raised.     

Minority schooling and intercultural education: a comparison of recent developments in the old and new EU member states

Comparative reports conducted by the author show different educational approaches concerning the schooling of ethnic minorities in the EU Member States as well as differences in the handling of issues of cultural diversity. Minority schooling in the new EU Member States primarily focuses on the education of national or autochthonous minority groups, in contrast to the old EU Member States, where language and compensatory programs for migrant minority students have been of main concern. In addition, there are also different conceptions of intercultural education in the respective countries. Differences in school achievement of various ethnic groups can be identified despite limited differential data on educational attainment in many countries. This paper addresses two main questions: first, in which ways can different educational approaches be effective in raising the educational attainment of ethnic minorities? Second, in which ways could they be most suitable for preparing all students for living in a culturally diverse society and to encourage tolerance towards cultural differences?     

Ethnic and National Sense of Belonging in Canadian Society

There has been long-standing debate among Western nations regarding the best approaches for the integration of immigrants into host societies. The core of this debate is between the proponents of assimilation and multiculturalism. Using a large sample of Canadians, we investigated the link between their sense of belonging to their ethno-racial heritage (ethnic belonging) and to Canada (national belonging) in order to seek answers to the question of whether multiculturalism policies work to strengthen or weaken residents’ loyalty to the nation. Our analyses showed that increases in ethnic belonging significantly predicted increases in national belonging, both for ethno-racial minorities and Whites, after controlling for demographic variables. These findings extend our understanding of acculturation and integration, provide empirical support for multiculturalism, and suggest that active support of immigrant and non-immigrant individuals in maintaining connections to their ethno-racial heritage increases individuals’ loyalty to the nation.