Cultural diversity as a resource in schizophrenia: An example from a cross-cultural communal psychiatry for the Mapuche people in Chile

2010 ◽  
Author(s):  
Markus Wiencke
Keyword(s):  
Cultural Diversity ◽  
Cross Cultural ◽  
Mapuche People

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

scholarly journals Cultural diversity in unequal societies sustained through cross-cultural competence and identity valuation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
John A. Bunce
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Group Identity ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Dynamics ◽  
Field Methods ◽  
Cultural Boundaries ◽  
Majority Culture ◽  
Common Strategy

AbstractIn much contemporary political discourse, valued cultural characteristics are threatened by interaction with culturally distinct others, such as immigrants or a hegemonic majority. Such interaction often fosters cross-cultural competence (CCC), the ability to interact successfully across cultural boundaries. However, most theories of cultural dynamics ignore CCC, making cultural diversity incompatible with mutually beneficial inter-group interaction, and contributing to fears of cultural loss. Here, interview-based field methods at an Amazonian ethnic boundary demonstrate the prevalence of CCC. These data motivate a new theoretical mathematical model, incorporating competing developmental paths to CCC and group identity valuation, that illuminates how a common strategy of disempowered minorities can counter-intuitively sustain cultural diversity within a single generation: Given strong group identity, minorities in a structurally unequal, integrative society can maintain their distinctive cultural norms by learning those of the majority. Furthermore, rather than a rejection of, or threat to, majority culture, the valuation of a distinctive minority identity can characterize CCC individuals committed to extensive, mutually beneficial engagement with the majority as members of an integrative, multi-cultural society.

Speech Acts and Cross-Cultural Pragmatics

2019 ◽  
pp. 223-238
Author(s):  
Clara Bauler
Keyword(s):  
Cultural Diversity ◽  
Speech Acts ◽  
Linguistically Diverse ◽  
Role Playing ◽  
Diverse Learners ◽  
Cross Cultural ◽  
Dominant Language ◽  
Pragmatic Awareness ◽  
Linguistically Diverse Learners ◽  
Cultural Pragmatics

Linguistically diverse learners tend to first relate the pragmatic ability they already possess in their first or more dominant language (L1) to act in the L2; as a result, miscommunication and misunderstandings are frequent and common. Teachers can help learners develop awareness about L2 pragmatic norms by making visible how speech acts are performed in the L2 community of speakers while providing opportunities to engage in role-playing or real interactions involving the accomplishment of selected speech acts. This chapter offers an overview of the importance of context in cross-cultural interactions, a brief survey of the theories of speech acts, and concrete pedagogical ideas for teachers to develop linguistically diverse learners' pragmatic awareness and ability while celebrating and promoting linguistic and cultural diversity.

Cross-Cultural Business Education

2021 ◽  
pp. 677-711
Author(s):  
Chandan Maheshkar ◽  
Vinod Sharma
Keyword(s):  
Cultural Diversity ◽  
Business Education ◽  
Dynamic Environment ◽  
Culturally Sensitive ◽  
Cross Cultural ◽  
Business Practices ◽  
Global Industry ◽  
Cultural Perspectives ◽  
The Cross

Today, the scenario of cross-cultural businesses has made it incomparable to the earlier practices as well as an academic phenomenon, due to increasing internationalization and immigration in global job markets. The chapter attempts to notify the significance of culture in business and need for cross-cultural business awareness. It examines how the inclusion of cross-cultural perspectives into business practices will help to create a dynamic environment that facilitates enhanced competence to companies operating across cultures. This chapter has been developed in two parts. In its first part, the chapter discusses the cross-cultural problems and their possible solutions to effectively manage the cultural diversity. In the second part of the chapter, a model, Global Industry Academia (GIA) framework of business education has been introduced. This model enables the B-schools to explore essential constituents of contextual paradigms of change and interpret the complexities of business practices in diverse settings to develop cross-culturally sensitive managers of tomorrow.

Cross-cultural diversity management in service firms

2018 ◽  
Vol 12 (5/6) ◽  
pp. 510
Author(s):  
Ricarda B. Bouncken ◽  
Andreas J. Reuschl ◽  
Roman W. Barwinski ◽  
Céline Viala
Keyword(s):  
Cultural Diversity ◽  
Diversity Management ◽  
Cross Cultural ◽  
Service Firms
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