The role of ethnic identification, allyship, and conflict narratives in supporting pro-minority policies among majority and minority groups.

It has taken many years for different styles of music to be utilised within Pentecostal churches as acceptable forms of worship. These shifts in musical sensibilities, which draw upon elements of pop, rock and hip hop, have allowed for a contemporisation of music that functions as worship within these settings, and although still debated within and across some denominations, there is a growing acceptance amongst Western churches of these styles. Whilst these developments have taken place over the past few decades, there is an ongoing resistance by Pentecostal churches to embrace Indigenous musical expressions of worship, which are usually treated as token recognitions of minority groups, and at worst, demonised as irredeemable musical forms. This article draws upon interview data with Christian-Māori leaders from New Zealand and focus group participants of a diaspora Māori church in southwest Sydney, Australia, who considered their views as Christian musicians and ministers. These perspectives seek to challenge the relationship between Indigenous and non-Indigenous relations within a church setting and create a more inclusive philosophy and practice towards being ‘one in Christ’ with the role of music as worship acting as a case study throughout. It also considers how Indigenous forms of worship impact cultural identity, where Christian worship drawing upon Māori language and music forms has led to deeper connections to congregants’ cultural backgrounds.

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National Identification and Collective Emotions as Predictors of Pro-Social Attitudes Toward Islamic Minority Groups in Indonesia

Europe’s Journal of Psychology ◽

10.5964/ejop.v10i2.707 ◽

2014 ◽

Vol 10 (2) ◽

pp. 255-276 ◽

Cited By ~ 6

Author(s):

Ali Mashuri ◽

Esti Zaduqisti

Keyword(s):

Minority Groups ◽

Social Attitudes ◽

Direct Effects ◽

Collective Guilt ◽

Collective Emotions ◽

National Identification ◽

Group Data ◽

Research Findings ◽

Shed Light

The present study examined the role of Indonesian Moslem majority’s national identification, collective emotions of pride and guilt in predicting their support in helping members of Islamic minority and their perceived inclusion towards this group. Data from this study (N= 182) demonstrated that, in line with our prediction, support for minority helping significantly predicted perceived inclusion. We also hypothesized and found that collective pride and collective guilt directly predicted the minority helping. Finally, national identification had significant direct effects on both collective pride and collective guilt. These findings shed light on the importance of collective emotions and national identification in giving rise to pro-social attitudes of Indonesian Moslem majority towards members of Islamic minority. Implications of the research findings were discussed with reference to theories of group-based emotion and intergroup helping, and to practical strategies Indonesian government can apply to recognize Islamic minorities.

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Dilemmas of resistance: How concerns for cultural identity shape and constrain resistance among minority groups

10.31234/osf.io/hpve7 ◽

2022 ◽

Author(s):

Andrew G Livingstone ◽

Russell Spears ◽

Antony Manstead ◽

Damilola Makanju ◽

Joseph Sweetman

Keyword(s):

Social Identity ◽

Collective Action ◽

Cultural Identity ◽

Minority Groups ◽

Integrative Review ◽

Major Theme ◽

Social Psychological ◽

Psychological Models ◽

Key Aspects

A major theme in social psychological models of collective action is that a sense of shared social identity is a critical foundation for collective action. In this review, we suggest that for many minority groups, this foundational role of social identity can be double edged. This is because material disadvantage is also often coupled with the historical erosion of key aspects of ingroup culture and other group-defining attributes, constituting a threat to the very sense of who “we” are. This combination presents a set of dilemmas of resistance for minority groups seeking to improve their ingroup’s position. Focusing on the role of ingroup language and history, we present an integrative review of our research on five different dilemmas. We conclude that the central role of social identity in collective action and resistance can itself present challenges for groups whose core sense of who they are has been eroded.

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Patterns of othering minority groups in telephone gatekeeping encounters in the Sheffield property market

Journal of Language and Discrimination ◽

10.1558/jld.39978 ◽

2019 ◽

Vol 3 (2) ◽

pp. 120-149

Author(s):

Nicole Baumgarten ◽

Inke Du Bois ◽

Victoria Gill

Keyword(s):

Minority Groups ◽

Differential Treatment ◽

Equitable Access ◽

Property Market ◽

Personal Names ◽

Housing Discrimination ◽

Accented Speech ◽

The United Kingdom ◽

Rapport Building

Research into housing discrimination has pointed out the pivotal role of estate agents as gatekeepers to the housing market. Telephone mystery shopping experiments were carried out with British estate agents to investigate how different British majority and minority groups – indexed by accented speech and ethnic personal names – are treated in those housing gatekeeping encounters. While there was little evidence for overt discrimination, linguistic micro-analyses of the data revealed differential treatment of ethnic majority and minority groups during the call procedure. The differential treatment was found in the estate agents’ call handling behaviours and related to the degree of personalisation of the service encounter in the form of either giving or withholding opportunities for rapport building with the caller. The findings show that ethnolinguistic discrimination in estate agents’ service provision affects the gatekeeping process independently of its outcome, with implications for the notion of equitable access to services and community participation in the United Kingdom.

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"What's in a Lunchbox?": A Story About New Zealand Ideals of Health, Social Class and Ethnicity Told Through Sandwiches and the Children Who Eat Them

10.26686/wgtn.17003146.v1 ◽

2021 ◽

Author(s):

◽

Carla Rey Vasquez

Keyword(s):

New Zealand ◽

Social Class ◽

Primary Schools ◽

Minority Groups ◽

Social Inequalities ◽

Social Differences ◽

Ethnic Exclusion ◽

Dominant Component ◽

Food Identity

<p>Through an ethnographic investigation of school lunchboxes, this thesis explores if and how difference and Otherness is understood by children. In three urban New Zealand primary schools I examine how children construct, affirm and/or challenge social inequalities and issues of inclusion by looking at the contents, concepts, narratives and activities related to the consumption and sharing of their lunch food. Literature dedicated to social class (Bourdieu, 1984) and identity (Rikoon, 1982; Stern, 1977) has documented the way in which food is creatively used to reaffirm unity and belonging within minority groups (Camp, 1979; Abrahams & Kalcik, 1978). In contrast to this approach, I review the role of food as a ‘safe space’ (Mercon, 2008: 5) where diversity may be allowed to symbolically exist for the purpose of affirming the unity of the nation state, while ultimately muffling deeper social differences. The thesis thus questions the assumption that food, identity and social cohesion are conceptually linked. My overall argument centres on the “humble” sandwich, which I claim is constructed as the core, dominant component of the lunchbox, mutually constituting nutritional, social class and ethnic tropes, practices and values. I assess the discourses, behaviours and symbolism that historically situates the sandwich as iconicaly or emblematically “Kiwi”, contending that via the creation of a dychotomized system (i.e. healthy, good, skinny, well-behaved, energetic, Kiwi versus junk-food, bad, fat, naughty, sick, Other) children are enculturated into the logics of work and socialized to be compliant with structures of inequality. Thus, while the sandwich appears equally accessible to all, the differences in its production can result in practices of class based distinction (Bourdieu, 1984) and ethnic exclusion (Hage, 2003). However, my analysis also reveals that children are not mere subjects of structure, but that they reproduce, challenge, mediate, and re-shape these discourses and behaviours.</p>

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"What's in a Lunchbox?": A Story About New Zealand Ideals of Health, Social Class and Ethnicity Told Through Sandwiches and the Children Who Eat Them

10.26686/wgtn.17003146 ◽

2021 ◽

Author(s):

◽

Carla Rey Vasquez

Keyword(s):

New Zealand ◽

Social Class ◽

Primary Schools ◽

Minority Groups ◽

Social Inequalities ◽

Social Differences ◽

Ethnic Exclusion ◽

Dominant Component ◽

Food Identity

<p>Through an ethnographic investigation of school lunchboxes, this thesis explores if and how difference and Otherness is understood by children. In three urban New Zealand primary schools I examine how children construct, affirm and/or challenge social inequalities and issues of inclusion by looking at the contents, concepts, narratives and activities related to the consumption and sharing of their lunch food. Literature dedicated to social class (Bourdieu, 1984) and identity (Rikoon, 1982; Stern, 1977) has documented the way in which food is creatively used to reaffirm unity and belonging within minority groups (Camp, 1979; Abrahams & Kalcik, 1978). In contrast to this approach, I review the role of food as a ‘safe space’ (Mercon, 2008: 5) where diversity may be allowed to symbolically exist for the purpose of affirming the unity of the nation state, while ultimately muffling deeper social differences. The thesis thus questions the assumption that food, identity and social cohesion are conceptually linked. My overall argument centres on the “humble” sandwich, which I claim is constructed as the core, dominant component of the lunchbox, mutually constituting nutritional, social class and ethnic tropes, practices and values. I assess the discourses, behaviours and symbolism that historically situates the sandwich as iconicaly or emblematically “Kiwi”, contending that via the creation of a dychotomized system (i.e. healthy, good, skinny, well-behaved, energetic, Kiwi versus junk-food, bad, fat, naughty, sick, Other) children are enculturated into the logics of work and socialized to be compliant with structures of inequality. Thus, while the sandwich appears equally accessible to all, the differences in its production can result in practices of class based distinction (Bourdieu, 1984) and ethnic exclusion (Hage, 2003). However, my analysis also reveals that children are not mere subjects of structure, but that they reproduce, challenge, mediate, and re-shape these discourses and behaviours.</p>

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Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

10.32920/ryerson.14653659 ◽

2021 ◽

Author(s):

Patricia Robertson

Keyword(s):

Minority Groups ◽

Mentoring Programs ◽

Mentoring Relationships ◽

Visible Minority ◽

Professional Identities ◽

Collaborative Relationships ◽

School Communities ◽

Educational Stakeholders ◽

Greater Toronto Area

This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

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Mentoring partnerships for success : the role of mentoring in reconstructing professional identities and in creating a sense of belonging for internationally-educated teachers from visible minority groups in greater Toronto area school communities

10.32920/ryerson.14653659.v1 ◽

2021 ◽

Author(s):

Patricia Robertson

Keyword(s):

Minority Groups ◽

Mentoring Programs ◽

Mentoring Relationships ◽

Visible Minority ◽

Professional Identities ◽

Collaborative Relationships ◽

School Communities ◽

Educational Stakeholders ◽

Greater Toronto Area

This study explores and analyses mentoring relationships between unemployed and underemployed internationally-educated teachers (IETs) from visible minority groups and Canadian-experienced educators, and their influence on the re-establishment of migrant teachers' professional identities and perceptions of inclusion in Greater Toronto Area (GTA) school communities. A detailed literature review summarizes previously identified issues in this area while, nine in-depth interviews conducted with mentees, mentors and mentoring pairs in this study identify prior and newly emergent themes. Primary themes that transpired include: the presence of varying forms of resistance from the dominant community towards IETs; the role of mentoring relationships in meeting IETs' needs; and the importance of consistency, trust and honesty in building collaborative relationships that foster IETs' successful integration into the teaching field. Recommendations include: the delivery of equity-oriented programming through educational bodies; the development of sustainable occupation-specific teacher mentoring programs; and the promotion of IETs to the greater community by educational stakeholders.

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Beyond the Nation

Heritage at the Interface ◽

10.5744/florida/9780813056579.003.0010 ◽

2018 ◽

Author(s):

Johanna Mitterhofer

Keyword(s):

Minority Groups ◽

National Population ◽

South Tyrol ◽

National Heritage ◽

German Speaking ◽

Heritage Discourse ◽

Italian Province

In this chapter the author explores the effects of the exclusive potential of heritage in culturally heterogeneous European societies and investigates initiatives that seek to make heritage more inclusive and pluralistic. How do minority groups negotiate heritage practices and discourses formulated by the dominant national population? From a war monument in South Tyrol, an Italian province inhabited by a large German-speaking minority, to the role of migrant memories in the making of national heritage discourses, the chapter focuses on processes that seek to include minority voices and contrasting heritage interpretations in what Laurajane Smith terms the “Authorized Heritage Discourse.”

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