Clinical Issues: Dynamic Assessment of Children From Culturally Diverse Backgrounds

2004 ◽  
Vol 11 (2) ◽  
pp. 2-5
Author(s):  
Ronald B. Gillam ◽  
Elizabeth D. Penña
Keyword(s):  
Culturally Diverse ◽  
Dynamic Assessment ◽  
Clinical Issues ◽  
Diverse Backgrounds

Participation of Ethnically Diverse Personnel in State-Federal Vocational Rehabilitation Agencies

2006 ◽  
Vol 37 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Madan M. Kundu ◽  
Alo Dutta ◽  
Sylvia Walker
Keyword(s):  
Vocational Rehabilitation ◽  
Culturally Diverse ◽  
Ethnically Diverse ◽  
Substantial Improvement ◽  
Future Research ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Diverse Backgrounds ◽  
Rehabilitation Personnel

The rate of employment among those with disabilities, especially from culturally diverse backgrounds, is extremely low and the prevalence of poverty rather high compared to the general population. However, the long-term outcome of consumers of the state-federal vocational rehabilitation (VR) system continues to be in need of substantial improvement. The fact that the ethnographic composition of the direct service professionals and administrators employed by the system does not represent that of the country complicates the matter even further. The current study, involving 7,862 professionals from 38 VR agencies, was designed to ascertain the demographic composition of rehabilitation personnel in: (1) State Offices, (2) District/Regional Offices, and (3) Evaluation/Training Facilities. It was found that the participants were mostly Caucasians, females, did not have degrees in rehabilitation, and possessed non-rehabilitation related certification/licensure. The representation of people with disabilities was extremely low. Recommendations for future research, continued federal funding of rehabilitation and related programs, and possible changes in existing policies were made.

Mentoring overseas nurses: Barriers to effective and non-discriminatory mentoring practices

2010 ◽  
Vol 17 (5) ◽  
pp. 603-613 ◽  
Author(s):  
Helen Allan
Keyword(s):  
Health Care ◽  
Cultural Differences ◽  
Culturally Diverse ◽  
Care Home ◽  
National Study ◽  
Ethical Practice ◽  
Mentoring Practices ◽  
Diverse Backgrounds ◽  
The Uk ◽  
Discriminatory Practice

In this article it is argued that there are barriers to effective and non-discriminatory practice when mentoring overseas nurses within the National Health Service (NHS) and the care home sector. These include a lack of awareness about how cultural differences affect mentoring and learning for overseas nurses during their period of supervised practice prior to registration with the UK Nursing and Midwifery Council. These barriers may demonstrate a lack of effective teaching of ethical practice in the context of cultural diversity in health care. This argument is supported by empirical data from a national study. Interviews were undertaken with 93 overseas nurses and 24 national and 13 local managers and mentors from six research sites involving UK health care employers in the NHS and independent sectors in different regions of the UK. The data collected showed that overseas nurses are discriminated against in their learning by poor mentoring practices; equally, from these data, it appears that mentors are ill-equipped by existing mentor preparation programmes to mentor overseas-trained nurses from culturally diverse backgrounds. Recommendations are made for improving mentoring programmes to address mentors’ ability to facilitate learning in a culturally diverse workplace and thereby improve overseas nurses’ experiences of their supervised practice.

scholarly journals Diversity and Technology: Classroom Implications of the Digital Divide

2005 ◽  
Vol 20 (4) ◽  
pp. 9-18 ◽  
Author(s):  
Maya Kalyanpur ◽  
Mubina H. Kirmani
Keyword(s):  
Students With Disabilities ◽  
Digital Divide ◽  
Minority Students ◽  
Low Income ◽  
Culturally Diverse ◽  
Female Students ◽  
Digital Inclusion ◽  
Technology Classroom ◽  
Diverse Backgrounds

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

Using digital storytelling to promote the sexual health and well-being of migrant and refugee young people: A scoping review

2017 ◽  
Vol 77 (7) ◽  
pp. 735-748 ◽  
Author(s):  
Jessica R Botfield ◽  
Christy E Newman ◽  
Caroline Lenette ◽  
Kath Albury ◽  
Anthony B Zwi
Keyword(s):  
Young People ◽  
Sexual Health ◽  
Scoping Review ◽  
Culturally Diverse ◽  
Digital Storytelling ◽  
Well Being ◽  
Knowledge Gaps ◽  
Diverse Backgrounds ◽  
Digital Stories ◽  
Health And Well Being

Objective: Digital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other ‘culturally diverse’ backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps. Design: The review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses. Results: In total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by ‘culturally diverse’ young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity. Conclusion: As confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts.

scholarly journals The Situation of Women of a Refugee and Immigrant Background in the Netherlands

2021 ◽  
pp. 59-82
Author(s):  
Violetta Gul-Rechlewicz
Keyword(s):  
The Netherlands ◽  
Culturally Diverse ◽  
Immigrant Women ◽  
Immigrant Integration ◽  
Integration Policy ◽  
Unequal Treatment ◽  
Refugee Women ◽  
Immigrant Background ◽  
Diverse Backgrounds

The problem of discrimination and unequal treatment of women from culturally diverse backgrounds affects countries such as the Netherlands. The centuries of tolerance and openness to an “alien” seem to be ending. This is evidenced by numerous reports and scientifi c studies, statements from specialists, and experts on the issues of immigrant integration. Increasingly, feeling marginalised and deprived of development opportunities, immigrant or refugee women come to the fore. Some of them (those remaining in isolation) are represented by aid organisations, i.e. foundations, associations, volunteer groups, and the municipalities themselves. This article covers the existing issue of the increasing number of refugees and immigrants in the Netherlands, especially refugee and immigrant women towards whom, according to specialists, integration policy should be redefi ned.

scholarly journals The Impact of ‘Race’, Culture and Ethnicity on the Practice of White, British Educational Psychologists

2020 ◽  
Author(s):  
Musrat Ashraf
Keyword(s):  
Culturally Diverse ◽  
Social Constructionist ◽  
British Society ◽  
Immigrant Parents ◽  
Theoretical Frameworks ◽  
Educational Psychologists ◽  
Diverse Backgrounds ◽  
Training Courses ◽  
The Impact ◽  
Minority Ethnic

One criticism of the increased ‘racial’, ethnic and cultural diversification of British society is the oft-repeated narrative in the British media about educational services being under enormous strain as they grapple with the influx of immigrant children moving into Britain. However, with figures indicating that children of immigrant parents, particularly those from minority ethnic backgrounds, face profound challenges in academic attainment and their school experiences compared to their non-BME peers, the changing demography of schools appears to be a matter of increasing importance for educational policy makers.With a significant number of the UK school population composed of those from linguistically, ethnically and culturally diverse backgrounds, it is unlikely for Educational Psychologists (EPs) not to encounter pupils who differ from them in terms of ‘race’, ethnicity and culture. However, with attitudes and perspectives of a culturally diverse population likely to be quite different from that of the helping professional, EPs must be adequately prepared to address the challenges presented when working with those from ethnically, ‘racially’ and culturally diverse backgrounds. Yet, herein lies the predicament. Since EPs rely on theoretical frameworks that are conventionally derived from a privileged, White Eurocentric/North American middle-class value system, the social, emotional and cognitive needs of other ethnic groups are likely to be neglected, as definitions of normality and abnormality may differ considerably. As a result of this, the need to become culturally competent as EPs has never been more important.On account of the researcher’s reflexivity on being a trainee from a minority ethnic background and, the majority of research into multicultural competence originating in North America, using a social constructionist stance, this study set out to explore the impact of ‘race’, culture and ethnicity on the practice of White, British EPs.Twelve EPs across three London local authorities were recruited to participate in the research and data collected via focus groups and semi-structured interviews.Data was analysed using thematic analysis which identified five final themes as impacting on EPs’ abilities to provide services to those from minority ethnic backgrounds; challenges of working with minority ethnic parents, the culture of schools, changes to education services, EP training courses and reflections on their role when working in a multicultural society.The implications of these findings for parents, schools, services, EP training courses and EPs are considered. In addition, the impact of this research on the researcher is also addressed.

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