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Article
Publication date: 1 July 2010

Annette M. M. Simmons

The purpose of this qualitative, interpretive, study is to help us better understand how a small group of Hmong immigrant adolescents conceptualize their political and civic…

Abstract

The purpose of this qualitative, interpretive, study is to help us better understand how a small group of Hmong immigrant adolescents conceptualize their political and civic citizenship in the United States. Three focus groups including a total of 18 Hmong middle/junior high school adolescents were carried out in order to garner data. Upon data analysis and interpretation, it was determined that study participants consider rights and responsibilities important to citizenship in a democracy and participate in various social, political, academic, and environmental activities. Study participants emphasize the community good over personal self-interests. As Hmong culture tends to be more collectivist in nature, this value orientation may be incompatible with the curriculum, instruction, and philosophy that students experience in public schools: Hmong youth may experience educational disadvantage. Adolescents in this study are developing their conceptions of citizenship within a racialized, hierarchical society and they explained their experiences with racialization and how they understand white privilege.

Details

Social Studies Research and Practice, vol. 5 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 19 December 2016

Clara M. Chu, Linda Ueki Absher, Renate L. Chancellor, Karen E. Downing, Shari Lee and Touger Vang

This chapter argues that, though the field of library and information science has made some progress in advancing diversity and inclusion, race still needs to be acknowledged as a…

Abstract

Purpose

This chapter argues that, though the field of library and information science has made some progress in advancing diversity and inclusion, race still needs to be acknowledged as a barrier and its collateral damage needs to be spoken in order to ensure equity in our practice, research, and/or service. Core to the argument is that race as a univariate measure, equated with phenotype, is problematic and simplistic. This chapter instead makes a case for race as multidimensional. Although race figures in how one is perceived, this lens diminishes the agency of people of color to define themselves through their own worldview, experiences, and actions.

Methodology/approach

The chapter is a collection of interwoven first-person essays that reveal what people see, perceive, and mask, with the intention to continue to push an authentic conversation on race in the field. Contributors include librarians, educators, and scholars, who represent distinct dimensions of the race spectrum, question such categorization, and do not necessarily neatly fit into a racial category. They explore how they view race in the library and information field, the extent to which they feel included or not, and how they have attempted and continue to shape the field through their practice, research, and/or service.

Findings

As individuals, each contributor speaks in their own voice, and as a collective, the authors move the race dialogue forward by speaking about dimensions of race from their own experiences, representing individual stories, and allowing their intersections to be revealed.

Details

Celebrating the James Partridge Award: Essays Toward the Development of a More Diverse, Inclusive, and Equitable Field of Library and Information Science
Type: Book
ISBN: 978-1-78635-933-9

Keywords

Book part
Publication date: 19 May 2009

Joan DeJaeghere and Shirley J. Miske

This chapter examines discourses and social practices at individual, community, and institutional levels related to non-majority Vietnamese ethnic girls’ access to and…

Abstract

This chapter examines discourses and social practices at individual, community, and institutional levels related to non-majority Vietnamese ethnic girls’ access to and participation in secondary school. This critical analysis utilizes Sen's framework of capabilities to illustrate differences in discourse and social practice that exist around poverty, and the ways in which gendered relations and ethnic traditions are intertwined with the discourse and practices of poverty to affect girls’ choices and well-being in and through secondary education. We particularly draw on girls’ and their parents’ constructions of these issues as they negotiate and are affected by them. We argue that strategies must move beyond the discourse that ethnic traditions and gendered relations are barriers to girls’ education to consider the inequalities and lack of capabilities that perpetuate poverty and unequal gendered relations for non-majority ethnic groups in societies.

Details

Gender, Equality and Education from International and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-094-0

Article
Publication date: 15 June 2012

Lynn McDonald, Gail Coover, Jen Sandler, Toua Thao and Huda Shalhoub

Without some flexibility, replications of manualised evidence‐based programmes (EBP) may not achieve predictable outcomes due to differences in cultural priorities. In this case…

Abstract

Purpose

Without some flexibility, replications of manualised evidence‐based programmes (EBP) may not achieve predictable outcomes due to differences in cultural priorities. In this case study, Families and Schools Together (FAST) was co‐produced with elders from a community of Hmong political refugees in the US Mid‐West. The paper aims to describe and evaluate the process of culturally adapting and implementing this universal parenting programme.

Design/methodology/approach

Observations of FAST groups to monitor programme integrity and notes on adaptation discussions were undertaken. Quantitative evaluations of parents in the first cohort (2 FAST groups) used a wait‐list control, randomised strategy, using three standardised instruments completed by the parents three different times. Data from five matched pairs of parent graduates (10) randomly assigned to “FAST now” or “FAST later” were analysed using one‐tailed, paired t‐tests.

Findings

Hmong parents and elders reported satisfaction on the cultural fit of FAST across the four groups, which graduated on average seven families each. Of 38 low‐income families who attended FAST once, 78 percent attended six or more sessions, in other words 22 percent dropped out. Parents reported statistically significant improvements in child anxiety (CBCL internalizing), child social skills (SSRS) and family adaptability (FACES II), with no changes in CBCL externalizing or family cohesion.

Originality/value

The paper provides a detailed study and evaluation of how an EBP can be successfully implemented with a highly socially marginalized group of immigrants in a Western society.

Article
Publication date: 1 September 2006

Tasoulla Hadjiyanni

Armed with an understanding of cultural differences in housing needs, designers can develop residential prototypes that accommodate diverse values and ways of living. Culturally…

Abstract

Armed with an understanding of cultural differences in housing needs, designers can develop residential prototypes that accommodate diverse values and ways of living. Culturally sensitive designs ease the adjustment process of new immigrant groups and contribute to the well-being of communities and the country as a whole. Responding to multiculturalism, design education must prepare graduates for cross-cultural practice by engaging them in the consideration of cultural differences. The paper presents the example of two upper level undergraduate studios, taught in Spring 2002 and Fall 2003 in the Department of Architecture at the University of Minnesota, that exposed students to the design process through the exploration of cultural differences in housing design. Undertaken by an instructor trained in both architecture and social science, these studios integrated social science research into the teaching of design. The projects explored culturally sensitive housing for Hmong and Somali refugees, two of the Minneapolis/Saint Paul area's largest new immigrant groups. Students used verbal narratives collected through focused interviews with members of the Hmong and Somali communities living in the Twin Cities metropolitan area to define both the programmatic and conceptual stages of their designs. The paper elaborates on the theoretical framework that guided students' inquiries; states the methodology and process used to accomplish the research within the constraints of a semester; and outlines the challenges and opportunities afforded through this teaching technique. By focusing on the research phase of these studios, the paper hopes to inspire further development of pedagogies that cater to the changing demographics and respond to cultural differences.

Details

Open House International, vol. 31 no. 3
Type: Research Article
ISSN: 0168-2601

Keywords

Book part
Publication date: 8 August 2016

Ethel G. Nicdao, Alixandria Henley and Jeffery C. Peterson

Research on Asian Americans’ health behavior has often cited socioeconomic status, race, language, cultural beliefs, acculturation, etc. as barriers to seeking health care…

Abstract

Purpose

Research on Asian Americans’ health behavior has often cited socioeconomic status, race, language, cultural beliefs, acculturation, etc. as barriers to seeking health care services. Less is known about Southeast Asians refugees’ help-seeking process. In this exploratory study, we examine the illness experiences of Southeast Asian refugees with a Type 2 diabetes diagnosis, and consider the factors that contribute to their understanding and management of diabetes.

Design/methodology/approach

We used Pescosolido’s network episode model to frame our understanding of the ways in which Southeast Asians maneuver through their social support networks, face barriers in accessing health care services, and manage their diabetes. We interviewed a convenience sample of 16 adults. All interviews were digitally recorded, transcribed, and coded. Analysis was guided by the grounded theory approach.

Findings

Our findings revealed that Southeast Asians’ definition, acceptance, and management of their diabetes was largely influenced by various factors including: trauma and PTSD from their refugee experience, challenges of acculturation, illness experience, mental health, and access and barriers to health care services. The network episode model provides a blueprint for understanding the social and cultural challenges that Southeast Asian refugees face with regards to their diabetes.

Research limitations/implications

Research limitations include the small and convenience sample used for the study, which does not contribute to generalizability. However, our findings contribute to the limited but growing studies on Southeast Asian refugees in the United States, and emphasize the need for health care providers to consider the illness experience, health beliefs, and the social context of Southeast Asian refugees with diabetes. Although the adults in this study were not recent immigrants, their immigrant history and experiences influenced their understanding and management of their diabetes.

Originality/value

Few qualitative studies focus on the health of Southeast Asians in the United States (Hmong, Laotian, Cambodian, and Vietnamese). This study has potential value for clinicians, social workers, and community providers serving ethnic minority populations, specifically Southeast Asians. In this study, older immigrant adults faced generational challenges that impacted their chronic illness (Type 2 diabetes).

Details

Special Social Groups, Social Factors and Disparities in Health and Health Care
Type: Book
ISBN: 978-1-78635-467-9

Keywords

Article
Publication date: 19 September 2023

Hakim Zainiddinov

The study examines the prevalence and correlates of perceived discrimination across ten Asian American ethnic groups. The goal is to disaggregate an artificially created broad…

Abstract

Purpose

The study examines the prevalence and correlates of perceived discrimination across ten Asian American ethnic groups. The goal is to disaggregate an artificially created broad categorization of Asians into subgroups to reveal the existing intragroup differences.

Design/methodology/approach

Bivariate and multivariate analyses were based on data from the 2016 National Asian American Survey (NAAS). The exclusion of missing data on all variables used in the analysis revealed a final analytical sample size of 4,276.

Findings

Compared to all other Asian American ethnic groups, Cambodians report the lowest frequency of perceived discrimination on all outcome measures. On the contrary, the prevalence of perceived discrimination is highest for Bangladeshis and Indians on lifetime and job-related discrimination and for Indians and Japanese on day-to-day discrimination. Nearly all Asian American ethnic groups are more likely to report one or more types of perceived discrimination than Chinese Americans. The observed relationships disappear for Cambodians, Pakistanis and Japanese but persist for Bangladeshis, Filipinos, Hmong and Indians after controlling for socio-demographic characteristics. Among the socio-demographic controls, gender, birthplace, education and employment status are found to be significant predictors of perceived discrimination.

Originality/value

The findings of the study further the discussion on the importance of disaggregating minority groups and considering their heterogeneous experiences of perceptions of discrimination in the United States.

Details

International Journal of Sociology and Social Policy, vol. 44 no. 1/2
Type: Research Article
ISSN: 0144-333X

Keywords

Article
Publication date: 25 September 2019

Christine Danner, Katie Freeman, Samantha Friedrichsen and Dana Brandenburg

The purpose of this paper is to describe and compare the health behaviors of Karen youth with that of the other subpopulation seen at a Minnesota clinic.

Abstract

Purpose

The purpose of this paper is to describe and compare the health behaviors of Karen youth with that of the other subpopulation seen at a Minnesota clinic.

Design/methodology/approach

Demographic information and data on health status, recommended health behaviors and goal-setting patterns were collected via a review of the medical records of patients seen at a family medicine residency clinic in St Paul, Minnesota during a one-year period (July 2015–June 2016). Data were summarized using descriptive statistics. Data on Karen patients were compared with data on other populations.

Findings

The study included 765 youths aged 3–17 years. The Karen youth in the study engaged in recommended health behaviors more frequently than their peers on almost every measure. There were statistically significant differences in the amount of sleep, intake of fruits and vegetables, screen time, number of active days per week and consumption of sugar-sweetened drinks between the Karen and their peers overall. Karen youth also reported consuming fewer sweets and fried or processed food than their peers, and they had lower BMI percentiles than other youth.

Research limitations/implications

The study relied on participant self-report, which is subject to potential inaccuracies in recall and reporting.

Originality/value

To the authors’ knowledge, this is the first study detailing health behaviors of Karen youth in the USA. The findings suggest a window of opportunity to support and empower Karen families to maintain healthy habits in order to prevent the development of chronic disease in this community.

Details

International Journal of Migration, Health and Social Care, vol. 15 no. 4
Type: Research Article
ISSN: 1747-9894

Keywords

Book part
Publication date: 12 August 2009

Donald J. Hernandez, Nancy A. Denton, Suzanne Macartney and Victoria L. Blanchard

Children must rely on adults to provide the economic and human resources essential to assure their well-being and development, because it is the adults in their families…

Abstract

Children must rely on adults to provide the economic and human resources essential to assure their well-being and development, because it is the adults in their families, communities, and the halls of government who determine the nature and magnitude of resources that reach children (e.g., Bronfenbrenner, 1979; Haveman & Wolfe, 1994). In view of this dependence of children on adults, this chapter has three main goals. The first is to portray the extent to which children in the United States and other selected rich countries experience limited access to economic resources, compared to the adults in each country. The second is to focus on key family circumstances of children which reflect human resources available in the home and which influence the level of economic resources that parents have available to provide for their children. The third is to draw attention to differences among the race, ethnic, and immigrant groups that are leading the demographic transformation of rich countries around the world.

Details

Structural, Historical, and Comparative Perspectives
Type: Book
ISBN: 978-1-84855-732-1

Book part
Publication date: 22 August 2006

A. Reynaldo Contreras

The American schools are more racially and ethnically diverse and increasing at a faster pace than in the past. The No Child Left Behind Act of 2001 [NCLB] defines diversity in…

Abstract

The American schools are more racially and ethnically diverse and increasing at a faster pace than in the past. The No Child Left Behind Act of 2001 [NCLB] defines diversity in terms of group differences, not individual variability. Common groupings are white, African American, Hispanic, Asian, and Native American. However, each state is free to select their own groupings for diversity and several states include limited English proficient students as a subgroup. This chapter examines the fastest growing addition to+ American public schools, immigrant students with limited English proficiency and in need of bilingual education. I examine how the states hope to close the achievement gap for students with Limited English Proficiency under NCLB

Details

No Child Left Behind and other Federal Programs for Urban School Districts
Type: Book
ISBN: 978-0-76231-299-3

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