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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.

The purpose of this paper is to bring international marketing and consumer research attention to multicultural marketplaces as a new focal research lens. It develops a conceptualisation of multicultural marketplaces, demonstrating why they constitute new conceptual territory, before specifying five key areas for research development.

The paper draws from seminal international marketing literature and other fields to propose perspective shifts, and suggest theories and frameworks of potential usefulness to the five research areas.

The paper conceptualises multicultural marketplaces as place-centred environments (physical or virtual) where the marketers, consumers, brands, ideologies and institutions of multiple cultures converge at one point of concurrent interaction, while also being potentially connected to multiple cultures in other localities. Five key areas for research development are specified, each with a different conceptual focus: increasing complexity of cultural identities (identity), differentiation of national political contexts (national integration policies), intergroup conviviality practices and conflictual relationships (intergroup relations), interconnectedness of transnational networks (networks), and cultural dynamics requiring multicultural adaptiveness (competences).

For each research area, a number of research avenues and theories and frameworks of potential interest are proposed.

The paper demonstrates why multicultural marketplaces constitute new conceptual territory for international marketing and consumer research; it provides a conceptualisation of these marketplaces and a comprehensive research agenda.

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.

In 2017, racial minorities made up 18.6% of the population in Appalachia compared to 39.3% of the United States population. Of this 18.6%, Black/African Americans represent the largest minority group, at 9.7% (Pollard & Jacobs, 2019). This chapter focuses on the positionality and experiences of Black women educators teaching critical perspectives at the intersection of race, gender, and class in rural Appalachia. Using Black feminist thought (Collins, 1986, 2000), a coautoethnography is used to highlight the authors' teaching experiences as Black women educators from non-Appalachian areas. Themes and recommendations identified across the authors' experiences are presented.

The purpose of this paper is to bring to light the double edges faced by individuals who have international and multicultural experiences. The implication is that these individuals encounter acculturation challenges, and also gain from their multiculturality. The authors adopt Berry’s (2011) integration and multiculturalism framework to analyze the experiences and challenges that multi-culturals face. This paper suggests ways to glean the silver lining within organizations to help manage and master multicultural experiences in the workplace to benefit both individuals and organizations.

The authors used empirical materials from expatriates who have worked across multiple cultural contexts. Based on these the authors present three examples to illustrate how expatriates and multicultural individuals place themselves in situations where they experience contact and challenges associated with adopting multiple cultures. The authors then analyze these examples to show how the experiences involve psychological-level integration challenges for Multi- and n-culturals.

The three multicultural expatriate examples suggest that individuals with international and multicultural experiences who are successful at managing their experiences develop cognitive and behavioral complexity. However, these individuals also face continuous acculturation including cognitive and ethno-cultural identity conflicts such as, rejection from multiple cultural perspectives because they continually cross-multiple cultural microcosms. Suggestions are presented to help maintain one’s sense of self-worth and minimizing ethno-cultural conflicts.

Notwithstanding the value of analyzing the examples of expatriate acculturation experiences, the limitation to the examples is that it is limited to the experience of three individuals. However, the examples were effective in raising points to discuss relevant challenges and/or the double-edged reality faced by boundary spanners, multi-, and n-culturals.

The paper presents possible ways multi- and n-culturals navigate through their multiculturalism, including suggestions to help individuals who struggle with their multiculturalism through mentoring.

The paper highlights the challenges of acculturation and suggests ways that individuals can overcome these challenges. It further suggests how organizations can take advantage of such individuals by utilizing existing personnel within the organization.

The paper is one of the few that acknowledge multiculturalism is highly challenging even for successful multi-culturals and n-culturals. Currently the literature is scant concerning how individuals can manage and master multicultural experiences in the workplace. The paper suggests a number of useful strategies for individuals and organizations to manage the challenges.

Research suggests that African-Caribbeans are less likely than their white British counterparts to ask for mental health support (Cooper et al., 2013). This is despite research identifying that minority groups as a whole, when compared to the white majority, report higher levels of psychological distress and a marked lack of social support (Erens, Primatesta, & Prior, 2001). Those who do request support are less likely to receive antidepressants (British Fourth National Survey of Ethnic Minorities, 1994; Cooper et al., 2010) even when controlling for mental health symptom severity, with African-Caribbeans less likely to make use of medication for depression even when prescribed (Bhui, Christie, & Bhugra, 1995; Cooper et al., 2013). Studies reporting on reasons for black people being less likely to attend for mental health consultation with their GP suggest a variety of explanations why this may be, focussing both on the suspicion of what services may offer (Karlsen, Mazroo, McKenzie, Bhui, & Weich, 2005) and the concern of black clients that they may experience a racialised service with stigma (Marwaha & Livingstone, 2002). Different understandings and models of mental illness may also exist (Marwaha & Livingstone, 2002). Different perspectives and models of mental health may deter black people from making use of antidepressants even when prescribed. Despite a random control trial showing that African-Caribbean people significantly benefit from targeted therapy services (Afuwape et al., 2010), the government, despite a report by the Department of Health in 2003 admitting there was no national strategy or policy specifically targeting mental health of black people or their care and treatment has not yet built on evidence-based success. One important aspect recognised by the Department of Health (2003), was that of the need to develop a mental health workforce capable of providing efficacious mental health services to a multicultural population. Although there were good strategic objectives little appeared to exist in how to meet this important objective, particularly in the context of research showing that such service provision could show real benefit. The Department of Health Guidelines (2003) focussed on the need to change what it termed as ‘conventional practice’, but was not specific in what this might be, or even how this could improve services to ethnic minorities. There was discussion of cultural competencies without defining what these were or referencing publications where these would be identified. There was a rather vague suggestion that recent work had begun to occur, but no indication that this had been evaluated and shown to have value (Royal College of Psychiatrists, 2001). Neither British Association for Counselling and Psychotherapy nor British Psychological Society makes mention of the need for cultural competencies in organisational service delivery to ethnic minority clients. This chapter will describe, explore and debate the need for individual and organisational cultural competencies in delivering counselling and psychotherapy services to African-Caribbean people to improve service delivery and efficacious outcomes.

The purpose of this paper is to extend current conceptualizations of multicultural individuals by mapping the underlying elements of knowledge, identification, commitment and internalization as components of multicultural identity. It aims to extend discussions of how multicultural individuals manage their multiculturality.

The paper draws primarily on extant works on multicultural individuals and identity. The paper reviews a number of concepts relevant to multicultural identity to introduce the existence of a population called n-Culturals who represent a complex type that exists on one extreme of a continuum of multicultural identity. The paper derives a theory of n-Culturalism which represents a more nuanced theory of the multicultural identity.

n-Culturals recognizes that elements of multicultural identity exist within individuals to a greater or lesser extent and that their combination results in a comprehensive understanding of the entire range of multicultural identities. n-Culturalism extends current views that multicultural individuals maintain multiple saliences of their identities rather than switching modes to manage their multiculturality.

The conceptual nature of the paper implies that there are no existing empirical data apart from anecdotal examples; at the same time this fact provides ample opportunities to test the theory.

First, the findings provides an understanding of multiple cultural influences on acculturative stress and on performance across a range of domains as well as measuring multicultural identity. Second, by understanding the way in which n-Culturals develop the authors may gain valuable insights in modeling this process.

The paper develops a new theory of approaching the challenges faced by multicultural individuals, that is, how to manage their multiculturality. The theory goes beyond current views of switching modes or suppression, and suggests maintaining and balancing multiple identities.

While researchers have argued that multicultural marketplaces are conceptually different from other types of marketplaces, the marketing literature has only recently begun to develop multicultural perspective studies, and very little research has been done to examine intergroup complexities in consumption contexts (Demangeot et al., 2015). The purpose of this study is to fill this research gap by developing and empirically testing a research model to examine the effects of socio-political constructs and intergroup-based emotional variables on consumer decisions to consume cross-ethnic products.

A questionnaire designed to assess the effects of socio-political constructs and intergroup-based emotional variables on consumer decisions to consume cross-ethnic products was developed and administered to 294 students at a Midwestern US university. The data were analysed using partial least squares structural equation modelling (PLS-SEM) techniques.

Results indicate that all path coefficients are significant. Social dominance, intergroup anxiety and intergroup experience were found to be important predictors of intergroup tolerance and, importantly, intergroup tolerance was found to significantly affect consumer attitude toward cross-ethnic products.

In terms of limitations and future research implications, this research suffers from inherent limitations associated with self-reported survey research in a limited geographic region. Accordingly, study respondents may not be representative of consumers across the nation or the world, the respondents may not have understood the questions in the intended manner, and reported intentions may not reflect actual behaviour. This study was conducted among college students, but other target segments may have different intergroup experiences and perceptions of ethnic products.

Findings from this research suggest that firms offering ethnic products can increase crossover consumption appeal by implementing marketing communication programmes that integrate cultural forums and event tactics to promote positive intergroup experiences and tolerance among their multicultural customers.

Regarding policy implications, public policymakers and social thinkers may use the findings of this study as a prism to better explicate intercultural dealings among multicultural consumers. The contention of this study about public policy implications is supported by Neal et al.’s (2013) perspectives on how consumption situations can serve as a lens for explicating intergroup emotions in multicultural marketplaces.

This is one of only a few studies in marketing to assess the effects of socio-political constructs in a consumption context. This is the first known study to underscore the importance of intranational ethnic differences and assess the effects of socio-political and intergroup-based emotional variables on attitude to consume ethnic products, specifically.

To explore middle and high school English Language Learners (ELL) teaching environments from the perspective of multicultural instructors and their understanding of ELL students’ reality. This qualitative study utilized participant observation and Developmental Research Sequence (Spradley, 1980) as the systematic approach to gather and to analyze data. The study was conducted in an inner city public school district in the south of Louisiana where seven multicultural ELL specialists were located; participants included were originally from the United States, Latvia, the Philippines, Jordan, Romania, and Japan. This study shed light over the fate of most Latina/o teenagers in public middle and high schools, the appropriateness of the state’s response to the literacy and human needs of all students at risk of failure in the middle and high school (Latina/o and African American alike), and the status educators have in the country compared to other highly qualified professionals as perceived by the multicultural educators participating in the study. Several areas of intervention were identified and described including a strong structured program specifically designed for ELLs attending middle and high school; moreover, further research is needed to advance understanding about the relationship among literacy, shame, and students’ behavior.

This chapter focuses on pedagogies of working with diversity centers on West-East reciprocal learning through a Reciprocal Learning Program in preservice teacher education between a Canadian university and a Chinese university. By presenting our initial analysis of fieldwork with our Teacher Education Reciprocal Learning Program participants through excerpts from newsletters, surveys, and interviews, we explore how participants from both China and Canada made sense of their learning from the other cultural and educational system through the Reciprocal Learning Program within broad educational, social, and cultural contexts. We argue that both global and multicultural dimensions are cultivated in reciprocal learning that infused the lived experiences of both Canadian and Chinese preservice teacher candidates. We discuss the pedagogic implications for working with diversity and believe that reciprocal learning can take place while working with people from different cultures with an attitude of mutual respect and appreciation and an appetite for learning in our increasingly interconnected world.