Grave markers from St. Michael'ss Cemetery in Pensacola, Florida, were studied for evidence of ethnicity and acculturation. The 1,447 grave markers dating from 1870 to 1939 were used to test two hypotheses: 1) the grave markers for ethnic groups represented in the cemetery during the project's time period have identifiable sets of burial attributes; and 2) changes in the visible ethnic attribute sets show evidence of the acculturation of ethnic groups over time. Physical attributes pertaining to grave markers, and personal characteristics (e.g. sex, age) for the individuals inscribed upon the markers were collected for analysis. Historical sources were used to assign ethnicity to each marker by determining the ancestry of the individuals memorialized. Grave marker attributes for ten ethnic groups were examined. The statistical results indicate a correlation of ethnicity with marker attributes. Central Europeans had the most identifiable preferences including large markers, vertical markers, floral design motifs, and headstone molding. Other observable ethnic patterns include the use of family markers, non-marble materials, horizontal markers, relationship wording, and religious symbolism. Spatial analysis illustrates that ethnic markers were dispersed across the cemetery; this lack of segregation in the graveyard may be due to acculturation. However, the diachronic changes in burial identifiers cannot be clearly ascribed to the acculturation of immigrants. Use of marble materials and the height of markers diminished for all ethnic groups. Changes in the memorialization industry were likely contributing factors to differences in attribute selection over time. Therefore, while ethnic burial identifiers are statistically visible in the cemetery landscape, attribute changes are not exclusively caused by acculturation.

No Child Left Behind (NCLB; 2002) requires student assessment to be reported by school districts based on certain demographic variables. Research indicated that other variables may relate to student achievement. This study calculated the relationship between average school district scores and the demographic variables required by NCLB (ethnicity, gender, socio-economic status, special needs, migrant status and English language learners) as well as literature identified variables (source of district funding, pupil-to-teacher ratio, average teacher salary, per-pupil-expenditure, school district population size.) The subject area tests used for this study were Algebra I, Biology I, English II and United States History tests for all districts in the state of Mississippi. The study found that there was a relationship between ethnicity, and socio-economic status of students and the district?s average scores on the subject area tests, and the gender of students showed a very weak relationship. Source of funding and per-pupil-expenditure returned a significant relationship, and population size and teacher salary was significant, but weaker and more sporadic. Further research is suggested for some of the variables.

No description available.

The ethnic composition of the United States is diversifying (NCES, 2014), which is altering the types of ethnicities seen in America’s school system. Beginning in the late 1980s and continuing into the two decades following, educators of ethnic minorities (e.g., Black, Hispanic, Asian) began entering the field of education at a more rapid pace (Ingersoll & May, 2016). The number of educators considered ethnic minorities increased from 325,000 to 666,000 between 1987 and 2012 (Ingersoll & May, 2016); however, this number did not create a proportionality between the ethnicity of students and teachers. This has been linked to the achievement gap between ethnic minorities and Caucasian students in public high schools in America, according to researchers Gershenson, Holt, and Papageorge (2016). The hypothesis that a school division that employs a proportionate number of licensed ethnic minority teachers directly reflecting the population of ethnic minority students will aid in closing the achievement gap can only be considered by first determining whether differences exists between licensed ethnic minority teachers and ethnic minority students. This study investigated the ethnicities of teachers and those of students in high schools in each school division located in the Commonwealth of Virginia. The ethnicities of the teachers in each high school were collected by contacting the Human Resources department in each school division or by telephoning each high school. The ethnicity of students in Grades 9– 12 was collected using the Virginia Department of Education’s website. There were five key findings gleaned from this study. The first finding was that school divisions with the highest levels of representation between the ethnicities of students and teachers were either the largest of the reporting 24 school divisions, or in the smallest of the 24 reporting school divisions. The second finding shows that 45% or reporting school divisions had minority populations that were too small to report. Finding three shows the majority of high school students from participating school divisions identify as White, followed by Black and Hispanic. The fourth finding is that the majority of high school teachers from participating school division identify as White followed by Black. Finally finding five shows that teachers and students that identify as Native Hawaiian, American Indian, Asian, or as having two or more ethnicities were either underrepresented or not reported. / Ed. D. / The United States is becoming increasing diverse, which also changes the ethnic makeup of public schools. With this increase, came an interest into how the ethnicities of teachers in schools reflects that of the student populations. While there has been an increase in the number of educators considered ethnic minorities this number did not create a proportionality between the ethnicity of students and teachers. This gap in ethnic representation between students and teachers has been linked to the achievement gap between ethnic minorities and Caucasian students. It is believed that a school division that has a teaching staff whose ethnicity is reflective of the student population will aid in closing the achievement gap. This theory can only be considered by discovering whether differences between licensed ethnic minority teachers and ethnic minority students actually exist. This study investigated the ethnicities of teachers and those of students in high schools in each school division located in the Commonwealth of Virginia. The ethnicities of the teachers in each comprehensive high school was collected by using a survey sent to the 130 school divisions in the Commonwealth of Virginia. The ethnicity data for students in grades 9-12 was gathered from the Virginia Department of Education website. This study found that the largest and smallest school divisions had the highest levels of representation between the ethnicities of students and teachers. Almost half of reporting school divisions had minority population that were too small to report. The majority of teachers and students in the reporting school divisions are White, followed by Black. In addition teachers and students identifying as Native Hawaiian, American Indian, Asian or as having two or more ethnicities were underrepresented or not reported.

No / Objectives: To examine how people from Bradford's Pakistani Muslim community experience living with epilepsy. Specifically, the paper addresses social interactions and negotiations with care providers and considers how different understandings of epilepsy are integrated. Methods: Interviews were conducted with a sample of Bradford's Pakistani Muslim community ( n=20). Interviews were analysed to identify themes and significant areas of shared concern. Results: This paper identifies popular, professional and folk sectors contributing to an individual's `health system'. Where sectors overlap, zones of hybridity are created: that is, a person might simultaneously seek help from a doctor and from a religious healer, or might offer explanations for seizures that include neurological and spiritual components. Discussion: While there are many similarities between the experiences of these minority ethnic community members and published work on the lived experience of epilepsy in other communities, there are also important differences that service providers need to recognize and respond to. Differences include forms of cultural expression and specific language needs. Improving communication between professionals and persons with epilepsy needs to be prioritized.

The aim of this paper is to find out how the segregation appears in Sweden today and how it arises. We also want to find out in what way the integration policy contributes to the segregation. Eventually we want to see if segregation really is as problematic as it is often portrayed. To achieve the aim of this study, we have made a secondary analysis of a report and literature that are suited to our work. We have selected four neighborhoods in the swedish city Västerås that we believe fits within the term segregation. What we found out is that the four neighborhoods have the highest percent of a low income, high unemployment and children living in poverty. The problem of segregation is what characterizes it. We could see a pattern that there are many people with a foreign background who lives in those neighborhoods and it is a result of the integrations policy. Including the EBO-law that lets the refugees choose where they want to live. In many cases do they choose to live where they can afford and close to their family and friends, and they tend to stay there. We think that it has been very interesting to find out what various political scientists say about the different integrations policy models. They are not completely satisfied with any of the integration models. Social mixing is negative because that it leads to a big difference between the people in the area, it will be a huge contrast between the wealthy and those who is not. Multiculturalism can lead to dissatisfaction among the dominant population and assimilation do not allow people to express their cultural features in public.

This is a historical and sociological case study of an East Midlands-based, African-Caribbean-founded football club, Meadebrook Cavaliers c.1970 – 2010. Essentially, it is in response to a relative lack of research on the British African-Caribbean male experience in leisure and sport; and of ‘race’ and local level (‘grass-roots’) football club social histories in the UK. Findings are gleaned from an analysis of sources traditionally employed by historians and data extrapolated through the use of ethnographic and interview techniques. This includes data collected during the researcher’s observations as a participant within the club (as a club member and player over a two-year period). Attention is paid to the formation of this largely masculine ‘black’ space; the effects of sporting success on this club’s capacity to remain representative of the local African-Caribbean community (especially men); and on how, and in what ways, the development of local black football clubs has been influenced by more recent social, economic and political developments at both the local and national levels. In doing so, the thesis demonstrates how the sporting, spatial and social development of this football club has been intimately connected to changes in the wider political, social and sporting terrains within which the club has been located. It also empirically and explicitly connects the growth and changing functions of the organisation to the changing attitudes, social realities and identity politics of the club’s largely African-Caribbean male membership and to the changing demands and expectations over time of the wider black community. The thesis shows how the club moved from its origins as a parks-based team to becoming a successful senior level football club, and finally to achieving charitable status. In doing so, it also provides an example of the ways in which longitude studies of minority ethnic and local football clubs are particularly useful in the exploration of the changing social identities and cultural dynamics of the BAME communities that constitute them. In this case, the club as a space of sport and community provides a lens through which we can see and ‘track’ how diverging experiences of social mobility, well-being, integration and racism during the last four decades, have contributed to the emergence of markedly different inter and intra-generational perceptions of what it means to be ‘black’ in this context – and thus to an increasingly heterogeneous African-Caribbean identity in late-modern Britain. Importantly, the thesis also argues that local football has, at various points during the last four decades, been both a unifying and fracturing force in helping to shape the experiences and identities of local African-Caribbean men within the region.

Pre-adolescent females are at an increased risk for the development of depression; therefore, it is important to understand the factors that contribute to the development and maintenance of depression in this population. Previous research indicates that cognitive style, including beliefs about the self, world, and future, is a vulnerability to the development and maintenance to depression. Research has found that cognitive style is malleable until early adolescence, at which time it begins to solidify and become more difficult to alter. Both parent-child relationships and family messages have been found to be associated with depression and previous research indicates that these factors may contribute to the development of a negative cognitive style. The purpose of the current study was to expand previous research by examining the roles of family functioning, perceived family messages and the cognitive triad in the development of depression for early adolescent girls. The study also explored whether family functioning and perceived family messages contributed to the development of girls’ cognitive style (cognitive triad). The study additionally evaluated the proposed model across two ethnic groups (Hispanic, Caucasian) as well as across age (9-10, 11-14) and grade (4-5, 6-8) groups. Participants included early adolescent girls (age 9-14) at risk for the development of, or diagnosed with, a depressive disorder (N = 198). Family functioning, family messages, cognitions, and depressive symptoms were obtained via girls’ self-report on a variety of questionnaires. Results from latent variable structural equation modeling indicated a significant direct effect of family functioning on perceived family messages, of perceived family messages on girls’ cognitive triad, and of girls’ cognitive triad on depressive symptoms. Furthermore, family functioning had a significant indirect effect on girls’ cognitive triad while both family functioning and perceived family messages had a significant indirect effect on girls’ depressive symptoms. No significant differences were found in the model pathways across ethnicities (Hispanic, Caucasian); however, the cohesion factor loading that was an aspect of family functioning was significantly different across groups, with Hispanic girls’ perceptions of family cohesion having a stronger association with family functioning than Caucasian girls. This finding seemingly indicates that cultural components may impact family attributes that are important to family functioning and, thus, role in the development and maintenance of depression in early adolescent girls. No significant differences were found between age or grade groups. Supplemental analyses, in which the model was investigated while controlling for depression, highlighted that the model was not driven by depressive symptoms (i.e. distorted perceptions). Implications, limitations, and areas for further research are discussed. / text

<p>The purpose of this study is to give an insight in how home care givers with different ethnic background, other than European, experience their work as home care givers. It is a qualitative study based on interviews and observations of four different home care givers. Among the questions studied include; if ethnicity is a resource or not, how does it affect home care givers in doing their work? What importance does it have on the organisation as a home care entrepreneur? Has the home care entrepreneur a perspective of diversity? The results of the study have been analyzed with the help of symbolic interaction. The results have led us to conclude that the home care givers have a professional identity, which does not include an ethnic identity. Further more results indicate that ethnicity has a limited impact on the home care givers of non European origin that have not experienced discrimination. For the home care givers who earlier on in their carrier(s) have had experiences of discrimination, exist uncertainties, especially during their first visit in the homes. How the home care entrepreneur give guidelines to solving problems and conflicts between client and home care givers are of great significance.</p>

<p><p>Stress hos ungdomar är ett växande problem som kan leda till ohälsa.</p><p>Ett sätt att undersöka ohälsa är att titta på det motsatta som är</p><p>välbefinnande. Syftet med studien var att undersöka hur självkänsla</p><p>predicerar subjektiv hälsa hos ungdomar mellan 16 och 18 år. Även</p><p>bostadsort, etnicitet och kön beaktades. En enkätundersökning</p><p>genomfördes på 149 gymnasieungdomar i en mindre och en större</p><p>stad. Självkänsla mättes med global självkänsla skala och hälsa med</p><p>en skala om subjektivt välbefinnande. Resultaten visade att</p><p>självkänsla predicerade signifikant hälsa både hos svenska och</p><p>invandrarungdomar. Flickor uppvisade både sämre hälsa och</p><p>självkänsla. Hälsa skilde sig inte mellan svenskar och invandrare.</p></p>