Silver Inflation and the Senate in 1933

Along with the ever-increasing racial/ethnic diversity in U.S. schools, researchers began to investigate the impact of racial/ethnic identity on young people's understanding of the nation's history. Compared to other racial minorities, Asian American students have received little academic and educational attention. This article seeks to address this gap through a qualitative study on Korean American youth. Drawing from in-depth interviews with twenty Korean American high school students, this article examines how Korean American youth make sense of U.S. history and how their sociocultural backgrounds affect their historical perspectives as well as their ideas and experiences of learning history historical perspectives.     

Muslim religious accommodations in Western Europe: Do multicultural policies impact religiosity levels among Muslims,Catholics and Protestants?

How do religious accommodations for Muslim minorities shape religiosity levels among Muslims minorities? Answering this question is critical in the contemporary period, as Western European countries have experienced greater diversity in religious affiliations due to immigration. In this article, we address this question by analysing individual data across multiple waves of the European Social Survey (ESS). Our analysis improves on existing studies in that it (1) incorporates a greater number of countries than prior studies, (2) covers a historically novel period of religious accommodations for Muslim minorities and (3) more effectively controls for unmeasured country and time‐invariant processes than previous research. We find that in countries that have instituted greater religious accommodations, Muslim respondents generally report higher levels of religiosity. Interestingly, we also find that the greater institutionalization of religious accommodations for Muslims also impacts the subjective religiosity levels of Protestant majorities. We find no effect for Catholic respondents.     

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.     

Lessons from a comparative study of user involvement

Abstract

Grounded in the context of the significant differences in service user involvement in social work education and research between the UK and Israel, a joint project between Anglia Ruskin University in the UK and Tel-Hai College in Israel was developed. Its aim was to develop a comparative research methodology to evaluate the outcomes of service user involvement in social work education. A main tenet of our research methodology consisted of partnering with a group of older people who used health and social care services as co-researchers from each country. This co-researching methodology together with the evaluation tools worked effectively in the two respective countries. The key findings highlight that while students in both countries valued the involvement of service users in their training, this occurred more so in Israel, where this is a very new development. Students in both countries developed rich concept maps illustrating the complexity of such an involvement. Yet, while the responses of both groups to vignettes describing user involvement scenarios reflected the positive impact of such an involvement, the UK students focused on the negative impact of potential risk more so than the Israeli students.     

Exploring the absolutist vs relativist perception of poverty using a cross-country questionnaire survey

Questionnaires eliciting the absolutist vs relativist perception of poverty are administered to 1941 undergraduate students in eight countries - Bolivia, Brazil, Italy, Kenya, Laos, Sweden, Switzerland and the UK. We find that the perception of poverty expressed by a large fraction of respondents exhibits both absolutist and relativist concerns, with the former components prevailing over the latter. High-income countries exhibit a significantly more pronounced relativist attitude. Personal characteristics such as past experience of material hardship and relative standard of living play a germane role in shaping respondents’ views.     

On comparing a "black" and a "zwarte" school: Towards relevant concepts and illuminating questions

This paper represents some of the first findings from a cross-cultural analysis of student high-school cultures in two countries. The analysis presented here is part of PhD dissertation research being conducted for the University of Amsterdam. We take a close look at the differences and similarities between two schools in seemingly divergent contexts: a high school consisting of mostly African-American students in the Bronx, New York, and a so-called "zwarte" (black) school in Amsterdam, the Netherlands. Despite contextual differences, we find that there are many similarities in the types of subcultures that are prevalent at both schools, and the consequences that these subcultures have for social variables such as identity formation, peer group influence, academic expectations, exclusion and acceptance variables, attitudes towards the school, etc. Both allow insight into emerging "Black Atlantic" youth cultural patterns, and the consequences these have for the educational institutions in society.     

Educational responses to immigrant students in Madrid

During the last few years, changes in the Spanish educational system have had a far reaching impact. Several factors have been critical: (1) the progressive decentralization of education by the government, now a responsibility of regional governments; (2) the extension of compulsory education to the age of 16; and finally (3) the increase in the number of immigrant students, which has significantly added to the existing cultural diversity. The enrolment of immigrant students in Spanish schools is a relatively recent phenomenon (starting 15 years ago) when compared with other European countries. Madrid is the region in Spain with the largest number of students. As most of these students were born outside of Spain, we cannot yet speak of a second generation. The research described here investigated how the educational system in Madrid confronted the challenge of an increasing number of immigrant students. The institutional response was the Madrid Regional Government’s Compensatory Education Regional Plan. This encompasses several measures, which are described here. After a critical analysis of educational policies pertaining to immigrant pupils, the paper suggests ways of overcoming a purely compensatory approach. Intercultural education plays a key role is such considerations.     

Hispanic Americans: comparative considerations and the educational problems of children

This paper presents an overview of the diversity in character among the various Hispanic-American subgroups. The author compares the following subgroups historically and demographically: Mexican-Americans, Cuban-Americans, Mainland Puerto-Ricans, and "other" Hispanics. As a group, Hispanic-Americans lag far behind the majority population in any array of standard educational measurements. 40% of Hispanic-American students leave school before 10th grade. Children of "immigrant" minorities, such as Chinese, Japanese, and South and Central Americans, tend to do better in school than "caste-like" minorities, such as Black Americans, Mainland Puerto-Ricans and Mexican-Americans in the US. The author discusses several models which explain why Mexican and Puerto-Rican Americans fail in American schools at such high rates: 1) culture of poverty, 2) the various schools emphasizing "discontinuity" between the minority Hispanic and the majority culture, and 3) the psychosocial approach. Features which differentiate immigrants from caste-like minorities include 1) caste-like minorities were incorporated into the society against their will, whereas historically, immigrant minorities choose more or less freely to leave their country to enter a new social order; and 2) immigrants may anticipate or fantasize that in the future they will return home to enjoy the fruits of their hard work in the foreign land. 2 factors alleviate the longterm effects of the hardships and discrimination immigrants face: 1) the levels of discrimination became less evident as accents disappeared and names were Anglicized; immigrants develop a dual frame of reference, enabling them to evaluate their current reality against the reality of life back home; and 3) hard work in the new land will at the very least benefit the children in the future. Factors which veto the Mexican immigrant case as a heurstically "paradiomatic" immigrant minority include: 1) many Mexicans still resent the loss of 1/3 or Mexico's territories to Anglo colonists, 2) Americans still treat Mexican immigrants as a "case-like" minority despite the fact that they are immigrants, and 3) many of the "immigrants" lack official immigrant status.     

Teachers’ Attitudes about the Integration of Roma:the case of Spain

This article, taking data from my thesis dissertation, examines the attitudes of Spanish teachers towards Roma children (and other ethnic/cultural minorities) in their schools, and the role that teachers, schools, parents and the community play with regard to the integration of Roma in schools and in society. Although teachers’ views of Roma are, on the whole, positive, confusion between acculturation and integration exists in some cases. With the intention of shedding some light on these attitudes, the Roma community within Spain's multicultural context is introduced, and general data provided.

This work is based on original research undertaken in 1996/97, mainly through questionnaires distributed in state primary schools consisting of 25% or more ethnic/cultural minorities. The questionnaire included both closed and open questions.

     

Citizenship in the classroom: transferring and transforming transcultural values

The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers’ interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year‐old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached.     

‘Oh they drink here harder I think’: young people and alcohol consumption at three New Zealand secondary school formals

The New Zealand media sensationalises the issue of teenage drinking. It also frames school formals (balls or proms) and associated after parties as problematic sites, since young people may drink to excess at such events. This article explores the alcohol consumption patterns of a group of year 13 students on the night of their school formal. Adults' permissive attitudes towards their own and young people's alcohol consumption on the night are discussed to highlight how drinking is almost necessary for socialisation in a New Zealand context. The majority of student participants reported that they drank in moderation on the night and some were intolerant of intoxicated peers. This poses a challenge to New Zealand media depictions of the school formal and after party as ‘drunken affairs’. Some international students did drink to excess at unofficial after parties organised by students and/or parents in two of three participating schools. Rather than this reflecting negatively on the students concerned, such behaviour can be read as a reflection on New Zealand's binge drinking culture. This article concludes with suggestions for how schools can create safer after parties which may reduce the chances of young people engaging in ‘risky’ drinking behaviours at such events.     

Working with Families: Messages for Policy and Practice from an Evaluation of a School‐based Project

In 2002 the authors evaluated a family support project known as Working with Families managed by the Children's Society and located in a primary school on a large, mainly white council estate in Rochdale. Our reflections on some of the issues which emerged in relation to basing family support services in a school setting seem timely in the light of the apparent growth in such services as a result of investment by the Children's Fund, and the proposals in the Green Paper, Every Child Matters, (Department for Education and Skills, 2003a) that schools should play a key role in the delivery of support services. Our experience of one such project is offered as a contribution to ongoing policy and practice developments. We highlight the strengths and difficulties of delivering support services from school settings and we offer some thoughts on whether integrated services which tackle children's needs can be delivered from schools.     

School Context and Individual Acculturation: How School Composition Affects Latino Students’ Acculturation*

Understanding how schools—a key context for children—shape students' cultural trajectories is important since these trajectories are tied to youth development and achievement. This study assessed how the size of the school's group of acculturated Latino and non‐Latino students influenced the acculturation of 1,720 Latino 5th‐grade students from urban public schools in the Southwest United States. A longitudinal secondary data analysis revealed that controlling for wave 1 acculturation, youths in schools with larger proportions of linguistically acculturated students were more acculturated at wave 2 than youths in schools with smaller proportions of such students. This effect was independent of Latino students' baseline acculturation level and was found even in schools with minority proportions of more acculturated students.     

Shaping ways of managing diversity in Portuguese schools,from the student's perspective

This article examines the results of an empirical research project that analysed the political socialisation processes of the students at three Portuguese public secondary schools in the Lisbon Metropolitan Area in 2011. Against the background of the implementation of an ‘education for citizenship’ programme in the official Portuguese school curriculum (2001), the project basically sought to know what attitudes the students mobilised in the face of a hypothetical situation involving the presence of ciganos (gypsies) in a school context. In this respect, and based on a pragmatic and comprehensive perspective, we attempted to test the concept of multiculturality and how it is seen and experienced by the students at these schools. Our aim is to answer the question: In a school context, how do students think the coexistence of gypsies and non-gypsies should be managed? In seeking to answer this question, the methodology that seemed to us most appropriate to this study's objectives is founded on the mobilisation of a scenario-based questionnaire, and to this purpose we surveyed 700 secondary students in a classroom environment. We were able to identify and characterise four possible coexistence formats within the overall framework of a synoptic vision of the available ways of managing a multicultural experience: separation; socialisation; universalism; and co-operation.     

How Do Students Perceive the International Dimension in Social Work Education?: An Enquiry among Swedish and German Students

Globalization, internationalization, and regionalization affect domestic social work. This paper explores how undergraduate students perceive international aspects of their social work education. A questionnaire was distributed to social work undergraduates in Stockholm, Sweden (n=97), and Darmstadt, Germany (n=43). Results showed that a majority of students in Sweden were prepared to work with immigrants and refugees. A majority of students in both countries wanted more education about refugee social work and social work in other countries. The amount of exchange activities was modest, but many students could consider working abroad. Students related most strongly to international aspects of domestic social work such as work with immigrants and refugees.     

Building partnerships with low-income families of students with Attention Deficit Hyperactivity Disorder: Implications for professional school counselors

Parental involvement is vital in helping students with attention deficit hyperactivity disorder (ADHD) perform successfully in schools. Often, low-income families are not involved in their children's education. Therefore, the school counselor's role in partnering with families of students with ADHD to work for their children's academic and social success in school is addressed. Effective ways professional school counselors can encourage parental involvement, such as trainings and family education programs, are also explored.     

Latin American Migration to Spain: Main Reasons and Future Perspectives

Over the last two decades, Spain has evolved rapidly from a classic labour exporter to a labour importer. Until the 1930s Spain's migration history was predominantly marked by emigration to the Americas, and from the end of World War II until the early 1970s by emigration to some industrialized countries in Western Europe. For the first time in modern times, Spain is now the second country in the world with large‐scale immigration. Its strategic location, a relatively permissive immigration policy and economic opportunities derived from Spain's entry into the European Community have positioned this country as a major destination for immigrants. Additionally, since the mid‐1990s international migration in Spain has dramatically changed in origin composition. Despite the common perception of Africa as the most important source of immigration, some Latin American countries, in a very short time, have become some of the major sources of immigration to Spain; indeed, the term “Latin‐Americanization” has been coined to describe this process. This being so, the aim of this article is twofold. First, we examine the main reasons behind the extremely rapid increase of Latin American migration to Spain during the last decade. Then we briefly discuss some future perspectives.     

Book review

Social workers around the world are increasingly working with culturally diverse populations. Since the 1960s, United States schools of social work have included in their curricula content on ethnic minorities. This paper provides a historical overview of how US schools of social work have introduced content on cultural diversity. The paper then reviews models for teaching this content and models for understanding cultural diversity. Finally, the processes by which the United States experience can be transferred to other countries are considered.     

“We're All Kids!” Picture Books and Cultural Awareness

Picture books engage young learners across the elementary curriculum and can effectively help teach about a variety of social studies topics. Social studies may be a neglected subject in many elementary schools, but purposefully incorporating it through children's literature provides an effective means of advancing both literacy skills and social studies understanding. In this study, first graders from two different schools were each provided with five books related to social studies ideas as part of a summer reading program. A picture-sorting activity with six of the students as they began second grade found variations in cultural awareness. Students were found to display chauvinism and presentism more with images relating to a country they had not read about (China) than with one that was included in the books (Tanzania). This study found that providing students with opportunities to read picture books with text and images that accurately reflect contemporary life in different countries can help young students become attuned to cultural similarities and differences, which promotes cultural awareness.