scholarly journals Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions

2021 ◽  
Vol 13 (1) ◽  
pp. 15
Author(s):  
José Manuel Ortiz-Marcos ◽  
María Tomé-Fernández ◽  
Christian Fernández-Leyva

The goal of this study is to analyze how religion, ethnic group, and race influence the likelihood of becoming either a cybervictim or cyberbully in intercultural educational environments. In the research, 755 students in secondary education were analyzed in the south of Spain through the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD). The analyses were carried out using the Statistical Package SPSS and the STATA software. The results obtained from the Kruskal–Wallis H test showed significant differences according to these aspects, for both the cybervictim and cyberbully parameters. The results stemming from binary logistic regressions confirmed such differences and regarded those students who belong to the Muslim religion, the gypsy ethnic group and the Asian race as being more likely to become cybervictims. Furthermore, these analyses showed that Gypsy and Asian students were also more likely to be cyberbullies than other groups. The main conclusions state that minority groups are more likely to suffer cyberbullying in intercultural educational environments, and that students from these groups are also more likely to become cyberbullies.

Religions ◽  
2019 ◽  
Vol 10 (7) ◽  
pp. 443 ◽  
Author(s):  
María Tomé-Fernández ◽  
José Manuel Ortiz-Marcos ◽  
Eva María Olmedo-Moreno

The objective of this research is to adapt and validate a useful instrument to diagnose cyberbullying, provoked by intolerance towards cultural and religious diversity, identifying the profile of the aggressor and the victim. The study was carried out using the Delphi technique, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The selected sample was composed of 1478 adolescents, all students from Compulsory Secondary Education of Spain. The instrument items were extracted from relevant scales on the topic. The initial questionnaire was composed of 52 items and three underlying constructs. After validation with EFA (n = 723), the structure was checked, and the model was later corroborated with CFA (n = 755) through structural equations (RMSEA = 0.05, CFI = 0.826, TLI = 0.805). The reliability and internal consistency of the instrument were also tested, with values for all dimensions being higher than 0.8. It is concluded that this new questionnaire has 38 items and three dimensions. It has an acceptable validity and reliability, and can be used to diagnose cyberbullying caused by the non-acceptance of cultural and religious diversity in Compulsory Secondary Education students.


Author(s):  
Lori G. Beaman

This chapter problematizes the notions and language of tolerance and accommodation in relation to religious diversity, and traces their genealogy both as legal solutions and as discursive frameworks within which religious diversity is increasingly understood in the public sphere. The problem they pose is that they create a hierarchy of privilege that preserves hegemonic power relations by religious majorities over religious minorities. Tolerance in this context might be imagined as the broadly stated value that we must deal with diversity and those who are different from us by tolerating them. Accommodation might be seen as the implementation of this value—that in order to demonstrate our commitment to tolerance we must accommodate the ‘demands’ of minority groups and those individuals who position themselves or align themselves with minorities.


1997 ◽  
Vol 19 (4) ◽  
pp. 339-353 ◽  
Author(s):  
Hanna Ayalon ◽  
Abraham Yogev

This article examines the deteriorating status of the humanities and social sciences versus mathematics and the sciences in the curriculum of Israeli high schools. We examine this tendency by conducting a multi-level analysis of the effect of school and individual characteristics on inequality in curriculum specialization on a sample of academic-track 12th-graders in 1989. The main findings are (a) more able students, males, and members of the privileged Jewish ethnic group in Israel tend to specialize in mathematics and the sciences, and (b) students’ characteristics are the major determinant of course-taking in mathematics and the sciences, whereas school policy is central regarding the humanities and social sciences. The article discusses social implications of the findings.


Author(s):  
David O'Brien

The Uyghur (alternatively spelled Uighur) are the largest and titular ethnic group living in the Xinjiang Uyghur Autonomous Region, a vast area in northwestern China of over 1.6 million sq. km. According to the 2010 census Uyghurs make up 45.21 percent of the population of Xinjiang, numbering 8,345,622 people. The Han, the largest ethnic group in China, make up 40.58 percent in the region with 7,489,919. A Turkic-speaking largely Muslim ethnic group, the Uyghurs traditionally inhabited a series of oases around the Taklamakan desert. Their complex origin is evidenced by a rich cultural history that can be traced back to various groups that emerged across the steppes of Mongolia and Central Asia. Uyghur communities are also found in Uzbekistan, Kyrgyzstan, and Kazakhstan, with significant diaspora groups in Australia, the United States, Germany, and Turkey. In the first half of the 20th century, Uyghurs briefly declared two short-lived East Turkestan Republics in 1933 and again in 1944, but the region was brought under the complete control of the Chinese state after the Communist Party (CCP) came to power in 1949. Within China they are considered one of the fifty-five officially recognized ethnic minority groups, who, along with the Han who constitute 92 percent of the population, make up the Chinese nation or Zhonghua Minzu中华民族. However, for many Uyghurs the name “Xinjiang,” which literally translates as “New Territory,” indicates that their homeland is a colony of China, and they prefer the term “East Turkestan.” Nevertheless, many scholars use Xinjiang as a natural term even when they are critical of the position of the Communist Party. In this article both terms are used. In the early years of the People’s Republic of China (PRC) Uyghurs numbered about 80 percent of the population of Xinjiang, but large-scale government-sponsored migration has seen the number of Han in the region rise to almost the same as that of the Uyghur. This has led to an increase in ethnic tensions often caused by competition for scarce resources and a perception that the ruling Communist Party favors the Han. In 2009, a major outbreak of violence in the capital Ürümchi saw hundreds die and many more imprisoned. The years 2013 and 2014 were also crucial turning points with deadly attacks on passengers in train stations in Kunming and Yunnan, bombings in Ürümchi, and a suicide attack in Tiananmen Square in Beijing, all blamed on Uyghur terrorists. Since then the Chinese government has introduced a harsh regime of security clampdowns and mass surveillance, which has significantly increased from 2017 and which, by some accounts, has seen over one million Uyghurs and other Muslim ethnic minorities imprisoned without trial in “reeducation” camps. The Chinese government insist these camps form part of an education and vocational training program designed to improve the lives of Uyghurs and root out “wrong thinking.” Many Uyghurs believe it is part of a long-term project of assimilation of Uyghur identity and culture.


2021 ◽  
Vol 39 (1) ◽  
pp. 49-69
Author(s):  
Patricia Carmona Sáez ◽  
Joaquín Parra Martínez ◽  
María Ángeles Gomariz Vicente

Familia y escuela colaborando en la educación del alumnado es un deseo y un derecho reconocido por la comunidad educativa. Se aborda, en un contexto multicultural en el sureste español, centrando la mirada de las familias cuyos hijos de Educación Infantil, Primaria y Secundaria Obligatoria reciben apoyo o atención diferentes. Busca conocer su implicación en la educación de los hijos y si existen diferencias respecto a la implicación de familias cuando sus hijos reciben, o no, apoyo o atención diferentes y en función de variables sociodemográficas. Han participado 3639 familias, se aplicó un cuestionario de elevada fiabilidad, con siete dimensiones de la participación. Las familias cuyos descendientes reciben apoyo o atención diferentes, atendiendo al modelo teórico que se defiende, se comunican más frecuentemente con los centros, muestran un elevado sentimiento de pertenencia, y valoran su participación formal en la escuela a través de órganos colegiados de manera más intensa. What family and school have to collaborate in the education of our children and youth is a desire and a recognized right to families. It is the obligation of schools to promote family involvement in schools. It is approached, in a multicultural context in the south-east of Spain and focusing, the look of the families whose children of Preschool, Primary and Secondary Education have some specific need for educational support (NEAE). We pretend to know their involvement in the education of children and if there are differences regarding the involvement of families whose children do not have NEAE. 3639 families participated, a highly reliable questionnaire was applied, with seven dimensions of participation. The families whose descendants present NEAE communicate more frequently with the schools, show a high feeling of belonging, and value their formal participation in the school through collegiate ways more intensively.


Author(s):  
Pham Thi Phuong Thai ◽  
Ta Thi Thao ◽  
Vo Thi Hong Hanh ◽  
Vu Ngoc Xuan

Labor and employment issues, especially among ethnic minorities (ethnic minorities), are always considered to be the most important task in our Party and State guidelines and guidelines. In order to achieve the goal of sustainable development, employment policies are evaluated as the basic solution. Currently, the gap between rich and poor as well as social differentiation between ethnic minorities and ethnic minorities (ethnic minorities) (16 ethnic groups) residing in rural and mountainous areas compared to the country is quite large; The main reason is due to the underemployment of ethnic minority groups, which provides stable income, the main field of employment in agriculture and forestry. The study focused on investigating the Chut ethnic group, Quang Binh province and the O Du ethnic group, Nghe An province. By analyzing and synthesizing materials used in the research, on the basis of secondary and primary data sources, the author analyzes the situation and causes of the underemployment among ethnic minorities currently.


Author(s):  
Anthony Heath ◽  
Konstanze Jacob ◽  
Lindsay Richards

This chapter uses CIL4EU data to investigate strength of identification with the nation and with the ethnic group. It explores how these vary across ethnic and religious groups, generations, and destination countries and how far these differences can be explained by processes of social integration on the one hand or perceptions of being excluded on the other hand. The key findings are that young people with a migration background are less likely than those without a migration background to identify strongly with their country of residence. This holds true more or less irrespective of their ethnic group or religion. Differences between European and non-European minority groups, and between Muslims and members of other non-Christian religions were generally modest in size, rarely reached statistical significance and were dwarfed by the overall gap between minorities and the majority.


Author(s):  
Rachel Charlotte Smith ◽  
Ole Sejer Iversen ◽  
Rune Veerasawmy

Digital fabrication technologies are increasingly integrated across subjects in primary and secondary education. Focus on the potentials of these technologies has mainly been on the support to STEM oriented learning goals, while emphasis on teachers' roles with the new learning processes of technology and design is largely absent. The paper addresses the experiences and challenges that digital fabrication technology present for teachers in educational environments, and the impediments that are linked to the teachers' roles in design processes of digital fabrication. Based on a research study with eight primary and lower secondary teachers, the findings point to four central impediments for integrating digital fabrication and design into school environments. The findings extend current perceptions of digital technology in education towards exploratory processes of investigation in which the teachers' roles are fundamental.


1971 ◽  
Vol 5 (1) ◽  
pp. 5-17
Author(s):  
Peter D. Chimbos

In this investigation, it was found that the higher percentage of favorable responses toward children's inter-ethnic marriages came from the Dutch ethnic group. The Greek and Slovak groups indicated higher rates of negative responses. However, marked differences, especially among the Dutch and Slovaks were observed when religious endogamy was presented as an alternative. The females, in all three minority groups, indicated a higher percentage of objection and reluctance for their children's inter-ethnic marriage than the males. The educational background was not an important factor among the Dutch. But, among the Greek and Slovak groups the higher percentage of immigrants objecting to inter-marriage came from the lower educational levels. With respect to the immigrant's rural-urban background in the home country it was found among the Greeks and Slovaks that the larger the community they came from the higher the rate of objection to inter-ethnic marriage. There were no marked differences in such attitudes among the Dutch. It was also found that some of the immigrants who already had practised exogamy (married outside their ethnic group) definitely objected or at least showed indifference for having their children married to someone outside their ethnic group.


2013 ◽  
Vol 13 (1) ◽  
Author(s):  
Datong Municipal Institute of Archa

AbstractIn April 2009, Datong Municipal Institute of Archaeology excavated a mural tomb of the Northern Wei Dynasty at Yunboli Neighborhood in the south of urban Datong City. This tomb was a single-chamber tomb comprising the long ramp passageway, the sealing wall, the entrance, the corridor and the chamber built in the popular style of the Pingcheng period of the Northern Wei Dynasty. The grave goods unearthed from this tomb included glazed potteries, stone implements, silver and bronze wares, iron implements and bone objects; the motifs of the murals were feasting and hunting scenes, honeysuckle patterns and dragon and phoenix designs, the contents and styles of which all have features of Tuoba Xianbei ethnic group.


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