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The conceptual framework of Multicultural Hybridism is adopted to reflect the emerging themes of transnationalism and superdiversity in the context of ethnic minority migrant entrepreneurs breaking out of their ethnic enclaves into mainstream economy. It is constructed as an extension of Mixed Embeddedness theory (Kloosterman, 2006), given that ‘Multicultural Hybrid’ (Arrighetti, Daniela Bolzani, & Lasagni, 2014) firms display stronger resilience with a higher survival rate than enclaved businesses (Kloosterman, Rusinovic, & Yeboah, 2016). With further integration of incremental diversification typology (Lassalle & Scott, 2018), the current study adopts Multicultural Hybridism as a lens to explore the opportunity recognition capabilities of transnational, migrant entrepreneurs who are facilitated by the hybridity of opportunity recognition (Lassalle, 2018) from linking host-country and home-country cultures. The hybridity of opportunity recognition focuses on access to markets and resources between transnational ethnic and local multicultural mainstream markets. Through the theoretical lens of Multicultural Hybridism, interviews with 16 Birmingham-based Chinese migrant entrepreneurs have been analysed to shape a dynamic understanding of the multifaceted concept of breakout in a superdiverse and transnational context. The multilayered interpretation of breakout provides an enhanced understanding of the diversity of hybridism between transnational ethnic and local multicultural mainstream markets. This is seen from the perspectives of firm growth and social integration in the current locations and future spaces of transnational migrant entrepreneurs. It goes beyond the narrow imagination of breakout as an economic assimilation process, avoiding the singular conceptualisation of the host-country mainstream market as the only breakout destination for transnational ethnic entrepreneurs.

The research examined factors of academic studies as perceived by Jewish and Arab students in Israel, and changes in their implementation of activities in a multicultural context in the field of education, comparing between undergraduates studying for a BA in education and graduate students for MA in education and attending a course titled “Multiculturalism in the Global Era”.

The findings are derived from a questionnaire distributed to Arab and Jewish students (N = 434), studying together in the Faculty of Education of one academic college in Israel. In total, 251 of them were graduate students, and 183 who were undergraduates.

It was found that insofar as the students from either programme acquired knowledge and tools regarding multiculturalism, they reported (1) more positive attitudes regarding the “Other” group and regarding multiculturalism, (2) implementation of a larger number of activities relating to multiculturalism in the field of education, (3) Arab students performed more activities in multicultural contexts and (4) older students performed a larger number of activities in multicultural contexts. The research findings also indicated a direct relation between participation in the course and activities conducted in the field of education. In addition, students' acquiring of knowledge on multiculturalism mediated the relation between participation in the course and implementation of multicultural activities in the field of education.

The research stresses the importance of higher education institutions in promoting knowledge and practice of multiculturalism in Israeli society.

This paper aims to understand the social dynamics surrounding the consumption of non-native, ethnic cuisines in the multicultural context of an Asian city.

Data were collected via in-depth interviews with 21 culturally diverse residents of Dubai. Data were analysed inductively, leading to the emergence of three themes characterising social dynamics underpinning the consumption of non-native cuisines in an Asian multicultural environment.

Three types of social dynamics were identified: instrumental uses, expressive uses and conviviality considerations.

The study suggests that the different types of cultural dynamics at play have different roles; some act as influencing or constraining factors in the everyday practice of multicultural consumption, whereas others are used more proactively as enablers.

This paper contributes to the authors’ understanding of how people “practice conviviality” in multicultural marketplaces, providing insights into the complex social dynamics, underpinning the consumption of non-native cuisines in multicultural marketplaces. Although the consumer literature on food and cuisines has acknowledged the social influences surrounding cuisines and food consumption, these have typically been viewed in a single block. This study shows the importance of conviviality considerations in non-native cuisine consumption. Further, the paper shows that the consumption of non-native cuisines is an everyday practice in a multicultural context, which is used with varying degrees of proactiveness for social lubrication and multicultural socialisation.

Using social categorization perspective, the purpose of this paper is to explore the effect of global identity, perceived proximity, and team interdependence on relational conflict in multicultural distributed teams.

Participants were 317 MBA students in 83 multicultural distributed project teams. Structural equation modeling and bootstrap methods were used to test the study model.

The results demonstrate that the indirect effect of global identity on relational conflict, through the pathway of perceived proximity, is moderated by team interdependence. More specifically, global identity leads to higher perceived proximity and lower relational conflict levels under low, rather than high, interdependence levels.

The particular study context (multicultural distributed MBA student project teams) may limit the extent of the generalization of the findings.

The findings presented here can help practitioners in global organizations to defuse relational conflicts in multicultural distributed teams by embracing a global cultural approach and relying on shared global identity in team building, personnel selection, and development. Additionally, managers should be conscientious when they use the practice of facilitating interdependence between team members and assess the need for other interventions.

This study advances multicultural distributed team research by highlighting the role of global identity in reducing relational conflict, identifying the mediation mechanism of perceived proximity, and the boundary conditions of team interdependence levels under which this attenuation effect prevails.

The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.

The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.

The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.

The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

The paper presents an empirical account of self-fulfilling prophecy in a multicultural expatriate context of the Arabian Gulf (Sultanate of Oman). The purpose of this paper is to explore the link between managerial expectations of the effects of cultural diversity and workgroup performance.

This exploratory study uses a qualitative interpretive approach based on the data collected through semi-structured interviews. The participants were Omani managers in charge of multicultural expatriate workgroups.

Managerial expectations of the effects of multiculturalism on workgroup dynamics are linked to three dimensions of performance effectiveness, including the production function, the member support function and the group wellbeing function. The Pygmalion process, as applied to the multicultural expatriate context of this study, emerged as an integral part of positive organizational scholarship.

The data were collected in one country only, which limits the conclusions about the universal applicability of the Pygmalion theory. The boundary conditions were defined by the cultural characteristics of the research setting: collectivism, high power distance, high uncertainty avoidance, moderate masculinity/femininity.

For managers in charge of multicultural workgroups, the study provides motivation to project positive and affirmative expectations of multiculturalism, which is likely to lead to enhanced workgroup performance.

In examining the self-fulfilling prophecy phenomenon, this study transcends Western educational, military and industrial research contexts to investigate the Pygmalion process in a non-Western multicultural expatriate environment. The study contributes to unraveling the inconsistencies in findings on the relationship between cultural diversity and workgroup performance by highlighting the role of managerial expectations of multiculturalism.

Purpose – In this chapter, we propose a process model of emergent multiculturally shared mental models (MSMM) in multiparty negotiation.

Methodology – Building on existing models of collective cognition, we incorporate our research on culture, negotiation, and shared mental models to propose a three-stage model that addresses the unique challenges of a multiparty and multicultural context at each stage.

Implications – The challenges of multiparty negotiation (e.g., increased information load, managing coalitions, etc.) are exacerbated in a multicultural context because negotiators each bring unique approaches and expectations that are grounded in their national cultural values and norms. Our model addresses these complexities and illustrates moderators that can facilitate or hinder the development of a shared understanding in multicultural multiparty negotiation.

Originality – Multicultural multiparty negotiations are common in international business mergers, international peace keeping efforts, and international political, economic, and environmental treaties. This chapter is the first to consider the process of shared cognition in the context of multicultural multiparty negotiations.

Purpose – Existing research in organizational behavior and social psychology focuses on comparisons in behaviors and attitudes across national groups, instead of studies on interactions among individuals with different national cultural backgrounds. In this chapter, we hope to motivate efforts within cross-national literatures to address some largely unexamined questions regarding dynamics in multicultural diverse teams.

Design/approach – Through a review of the prior perspectives on multicultural teams and a summary of findings in a recent meta-analysis study on multicultural teams in both single nation and multinational settings, we critique the limitations of the current perspectives and propose a new theoretical framework that draws on status perspectives in sociological and ethological research.

Findings – Drawing from status literatures, we explore how the status construction process and the status differential hierarchy of the team may affect trust, psychological safety, and creative problem solving of complex tasks in multicultural teams.

Originality/value – We propose a new theoretical angle of status for future research on interaction dynamics in multicultural teams, and diverse teams in general.

Since prior research into the effects of multiculturalism on job satisfaction in multinational corporations (MNCs) is rather scant and inconclusive, the purpose of this paper is to review the literature and explain why these results are inconsistent as well as propose a new model aimed at responding to these irregularities.

In the narrative review of the prior research and the proposed model the authors discuss how multicultural settings influence job satisfaction. A Positive Organizational Scholarship (POS) lens is applied to the model.

The effect of multiculturalism on job satisfaction is inconsistent, i.e. the authors concluded that multiculturalism may be positively related to the cognitive component, yet it appears to be negatively associated with the affective one. By applying a POS lens, the proposed model broadens the view on job satisfaction and its links with multiculturalism.

The authors’ model suggests that managers in MNCs should both enhance employees’ positive attitudes towards their job as well as foster positive emotions at work. They should exhibit more concern for employees’ affective states and how they affect cross-cultural interactions. Managers of MNCs need to boost thriving as it benefits both employees themselves and their organizations.

Since today’s societies are becoming more and more multicultural, there is a need to increase individuals’ awareness of plausible positive outcomes flowing from multiculturalism, exchange views and experience among diverse individuals and ensure the conditions in which individuals can thrive.

By applying a POS lens to the analysis, the authors attempt to intertwine the positives experienced at work that appear to be associated with MNCs’ multicultural settings, namely job satisfaction and emotional balance. The results may contribute to the literature on job satisfaction in MNCs with regard to multiculturalism.

The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic.

This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes.

The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree.

The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.