Search results
1 – 10 of over 2000
This paper aims to interpret the multidimensional Asian American identity of immigrant Indians in terms of pan-ethnicity, gender and religion.
Abstract
Purpose
This paper aims to interpret the multidimensional Asian American identity of immigrant Indians in terms of pan-ethnicity, gender and religion.
Design/methodology/approach
The social construction and experience of race in the US and the intersection of multiethnic Asian American identity with race, gender and religion will be used in critically commenting on the interview of primary ethnic identity of Indian Americans including the pan-ethnic identity of Indians in the US as Asian Americans, the Mar Thoma Church community, the second-generation Patel family's union formation in terms of gender identity.
Findings
The future directives include Asian American Movement (AAM) which is trying to incorporate Indians as pan-ethnic identity assimilation and the process of holding American identity as primary identification of Indians.
Practical implications
Policy recommendations are that the US Census Bureau should include Indian Americans as separate ethnic identity for Indian immigrants like the Chinese Americans. USCIS (US Citizenship and Immigration Services) should reform policies to include the wives of H-4 visa holders. The Department of Homeland Security (DHS) should provide secure living environment for Indian immigrants. The US Department of Labor should provide equal opportunities for women in their immigration policies.
Originality/value
This paper will critically analyze the interview results of primary ethnic identity and justify the hypotheses of Asian American identity of Indians, whether (1) they merge with the American identity as part of cultural assimilation or (2) retain their Asian identity beyond Americanized identity or (3) go beyond both American and Asian identity to restate their Indian ethnicity.
Details
Keywords
Małgorzata Bartosik-Purgat and Wiktoria Rakowska
The main purpose of the study is to identify the differences and similarities in the communication between B2B participants in cross-cultural environments.
Abstract
Purpose
The main purpose of the study is to identify the differences and similarities in the communication between B2B participants in cross-cultural environments.
Design/methodology/approach
The research methods used in the study are two-fold: the literature analysis is complemented by primary qualitative research conducted in small- and medium-sized enterprises operating in Poland and doing business internationally. The research was focused on two culturally different markets: China and the United States. In the empirical research, the authors used one of the qualitative methods – Individual Depth Interview (IDI).
Findings
General findings showed that the strongest influence of culture was identified among older (+50 years old) business partners. The younger ones are eager to adapt and try to understand others' viewpoints. The research results may be used in creating business communication models in the countries researched for companies that plan to enter both American and Chinese markets.
Practical implications
The results of the study may have useful applied managerial value and be used in cooperation between SMEs' B2B business partners, not only from Poland but also from the whole region of Central and Eastern Europe and the United States and China.
Social implications
The findings may help to understand and communicate with culturally different social groups such as co-workers, students, teachers, etc.
Originality/value
The research presented in the paper covers the gap in the literature because it relates to some new factors (like cultural heritage, age and type of industry) which determine the effectiveness of personal business communication between partners in the international marketplace.
Details
Keywords
Anthony Smythe, Igor Martins and Martin Andersson
With the recognition that generating economic growth is not the same as sustaining it, the challenge to catch-up and growth literature is discerning between these processes…
Abstract
Purpose
With the recognition that generating economic growth is not the same as sustaining it, the challenge to catch-up and growth literature is discerning between these processes. Recent research suggests that the decline in the frequency of “shrinking” episodes is more important for long-term development than higher growth rates. By using a framework centred around social capabilities, this study aims to investigate the effects of income inequality and poverty on economic shrinking frequency, as opposed to previous literature that has exclusively had a growth focus. The aim is to investigate how and why some societies might be more resilient to economic shrinking.
Design/methodology/approach
The research is a quantitative study, and the authors build a longitudinal data set including 23 developing countries throughout 42 years to test the paper’s purpose. This study uses country and period fixed-effects specifications as well as cross-sectional graphical representations to investigate the relationship between proxies of economic inclusivity and the frequency of shrinking episodes.
Findings
The authors demonstrate that while inclusive societies are more resilient to shrinking overall, it is changes in poverty levels, but not changes in income inequality, that appear to be correlated with economic shrinking frequency. Inequality, while still an important element to explain countries’ growth potential as an initial condition, does not seem to make the sample more resilient to shrinking. The authors conclude that the mechanisms in which poverty and inequality are correlated with the catch-up process must run through different channels. Ultimately, processes that explain growth may intersect but not always overlap with the ones that explain resilience to shrinking.
Originality/value
The need for inclusive growth in long-term development has been championed for decades, yet inclusion has seldom been explored from the shrinking perspective. Though poverty reduction is already an important mainstream political objective, this paper differentiates itself by providing an alternate viewpoint of why this is important. Income inequality could have more of an economic growth limiting effect, while poverty reduction could be required to build resilience to economic shrinking. Developing countries will need both growth and resilience to shrinking, to catch-up with higher-income economies, which policymakers might need to balance carefully.
Details
Keywords
Angeline Villanueva Yang, Marilee Bresciani Ludvik, Caren L. Sax, Sylvia Garcia-Navarrete, Wendy Bracken, J. Luke Wood and Charles Iyoho
The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.
Abstract
Purpose
The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.
Design/methodology/approach
The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).
Findings
The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).
Originality/value
These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.
Details
Keywords
Sarah E. DeYoung, Denise C. Lewis, Desiree M. Seponski, Danielle A. Augustine and Monysakada Phal
Using two main research questions, the purpose of this paper is to examine well-being and preparedness among Cambodian and Laotian immigrants living near the Gulf Coast of the…
Abstract
Purpose
Using two main research questions, the purpose of this paper is to examine well-being and preparedness among Cambodian and Laotian immigrants living near the Gulf Coast of the USA, and the ways in which indicators such as sense of community and risk perception are related to these constructs.
Design/methodology/approach
This study employed a cross-sectional prospective design to examine disaster preparedness and well-being among Laotian and Cambodian immigrant communities. Quantitative survey data using purposive snowball sampling were collected throughout several months in Alabama, Mississippi, Florida and Louisiana.
Findings
Results from two multiple regressions revealed that sense of community and age contributed to well-being and were significant in the model, but with a negative relationship between age and well-being. Risk perception, confidence in government, confidence in engaging household preparedness and ability to cope with a financial crisis were significant predictors and positively related to disaster preparedness.
Practical implications
Well-being and disaster preparedness can be bolstered through community-based planning that seeks to address urgent needs of the people residing in vulnerable coastal locations. Specifically, immigrants who speak English as a second language, elder individuals and households in the lowest income brackets should be supported in disaster planning and outreach.
Originality/value
Cambodian and Laotian American immigrants rely upon the Gulf Coast’s waters for fishing, crab and shrimp income. Despite on-going hazard and disasters, few studies address preparedness among immigrant populations in the USA. This study fills a gap in preparedness research as well as factors associated with well-being, an important aspect of long-term resilience.
Details
Keywords
Susanne Ayers Denham and Hideko Hamada Bassett
Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally…
Abstract
Purpose
Emotional competence supports preschoolers’ social relationships and school success. Parents’ emotions and reactions to preschoolers’ emotions can help them become emotionally competent, but scant research corroborates this role for preschool teachers. Expected outcomes included: teachers’ emotion socialization behaviors functioning most often like parents’ in contributing to emotional competence, with potential moderation by socioeconomic risk. This paper aims to discuss this issue.
Design/methodology/approach
Participants included 80 teachers and 312 preschoolers experiencing either little economic difficulty or socioeconomic risk. Children’s emotionally negative/dysregulated, emotionally regulated/productive and emotionally positive/prosocial behaviors were observed, and their emotion knowledge was assessed in Fall and Spring. Teachers’ emotions and supportive, nonsupportive and positively emotionally responsive reactions to children’s emotions were observed during Winter. Hierarchical linear models used teacher emotions or teacher reactions, risk and their interactions as predictors, controlling for child age, gender and premeasures.
Findings
Some results resembled those parents’: positive emotional environments supported children’s emotion knowledge; lack of nonsupportive reactions facilitated positivity/prosociality. Others were unique to preschool classroom environments (e.g. teachers’ anger contributed to children’s emotion regulation/productive involvement; nonsupportiveness predicted less emotional negativity/dysregulation). Finally, several were specific to children experiencing socioeconomic risk: supportive and nonsupportive reactions, as well as tender emotions, had unique, but culturally/contextually explainable, meanings in their classrooms.
Research limitations/implications
Applications to teacher professional development, and both limitations and suggestions for future research are considered.
Originality/value
This study is among the first to examine how teachers contribute to the development of preschoolers’ emotional competence, a crucial set of skills for life success.
Details
Keywords
Katherine E. McKee, Haley Traini, Jennifer Smist and David Michael Rosch
Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the…
Abstract
Purpose
Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.
Design/methodology/approach
Through survey research and qualitative data analysis, three prominent themes emerged.
Findings
High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.
Originality/value
We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.
Details
Keywords
Gabriela Walker and Jeni Venker Weidenbenner
Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL…
Abstract
Purpose
Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy.
Design/methodology/approach
This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment.
Findings
Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations.
Originality/value
This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.
Details
Keywords
Catherine S. Browers and Henry Wai Leong Ho
In recent years, diversity and inclusion in higher education has become a topic of increased interest both nationally and internationally. Given the importance of this topic in…
Abstract
Purpose
In recent years, diversity and inclusion in higher education has become a topic of increased interest both nationally and internationally. Given the importance of this topic in today's world, it is surprising that the research is limited, especially with university students in the rural areas. This study examines on-campus students' perceptions of university diversity initiatives, and their value to the university environment.
Design/methodology/approach
Focus-group interviews with both undergraduate and graduate students from a public university in rural Michigan, USA, were conducted. Focus groups were used in this study because they are a particularly good method for generating discussion and stimulating ideas.
Findings
Overall, the participants identified several positive attitudes toward diversity and inclusion that included being accepting and respectful. However, it is significant that some participants are limited in their perceptions of culturally diverse backgrounds, which has resulted in some anxiety.
Originality/value
This study not only provides guidance to current institution administrators to create effective inclusive environments in their university. It can also be treated as a model for other rural universities, as building a successful inclusive environment in the future.
Details