This dissertation describes an experimental project to devise forums for “civil” public discussion. It is an analysis of the project in terms of the Coordinated Management of Meaning theory, and discusses implications for the de-escalation of tension and the management of conflicts where passions are unusually strong and the positions taken by disputants are particularly intractable. There has been an interesting effort to improve the quality of public discourse at the University of Massachusetts, Amherst. The usual form of educational discussion is the ‘debate’ and true to form, the administration called for debates to be held in order to allow informed and civil discussants to educate the student body on the issues surrounding events in the Middle East during the mid-eighties. But a turning point was made when The Kaleidoscope Project was announced as “not a debate,” but as “an experimental forum for the non-adversarial public discussion of intractable disputes: to ‘discuss the undiscussible’.” Through the late eighties and into the early nineties, Kaleidoscope forums were held and the format refined. Subsequently, “people of good will” on the campus have attempted to increase the opportunities for students and faculty to engage in non-adversarial forums, increasingly citing a perceived need for dialogue. “Dialogue” has become the watchword for educational and mediated conversations. The subject of this study is The Black/Jewish/Other Video Exchange Project which allowed self-identifying student members of three groups, “Blacks”, “Jews”, and “Others”, to use videotaped interviews to “enter a dialogue” or—as the BJO Committee referred to it, to have a “distanced conversation”. The dissertation holds the premise that different forms of communication construct different ways of being human, and thus the communication process constructs the specific forms and outcomes of conflicts in human systems. I hypothesize that interventions designed to produce dialogue rather than debate or dispute are rooted in differences in cultural constructions of “conflict” and “dialogue” and that the way people communicate rather than what they think contributes more significantly to the form of the conflict. Successful conflict management is a matter of second order change; the success or failure of peacemaking interventions depends upon the maintenance or the collapse of the interventive control of contextual reconstruction. The dissertation provides a conversation analysis of the videotapes from the BJO Video Exchange Project in order to advance a deeper understanding of cross-cultural “dialogue” and the characteristics of “transformative discourse.”

This dissertation addresses two central debates in the scholarship on Black families: the disorganization versus superorganization debate seeking to characterize the racial differences in family organization, and the culture versus structure debate seeking to specify the causes of those differences. In combination, these debates produce four main approaches—cultural deficiency, cultural resiliency, structural resiliency, and structural destruction. Focusing on giving, receiving, and exchanging kin support as measures of family integration and using the second wave of the National Survey of Families and Households, this dissertation empirically examines these four approaches and in the process challenges the assumptions entailed in these debates. First, it suggests that neither the superorganization nor the disorganization theorists accurately capture racial distinctions in kin support. Black and White families differ in the type of support rather than in its overall prevalence. Blacks are more involved in instrumental and child care help; Whites report greater involvement in financial and emotional support. Further, gender is crucial for understanding racial differences: Black and White men are very much alike, while there are many differences among women. Racial differences also vary by kin type: Whites are more involved in intergenerational support; Blacks are more involved in support transfers with siblings and other relatives. Second, this dissertation suggests that both structure and culture are important in understanding racial differences and similarities in kin support, although structure is more important for the creation of racial differences. Blacks' structural disadvantage reduces their support involvement, producing a lower prevalence of financial and emotional support. This clearly supports the structural destruction theory. The data, however, also offer partial support for the structural resiliency approach: The lower SES of Blacks increases their instrumental help through its effects on family structure. In terms of culture, this study found that cultural values of Blacks boost their kin support, which supports the cultural resiliency approach. In contrast, the data offer no support for the cultural deficiency approach. Based on these findings, this dissertation argues that the general either/or terms of these debates are problematic and emphasizes the need for synthetic rather than dichotomous approaches to discussing Black families.

Here I am Now! was the title immigrant and refugee undergraduate students and local refugee community youth gave to their participatory photography installation displayed at the University of Massachusetts Amherst. This exhibit was the culmination of students' participation in a series of alternative community service-learning (CSL) courses offered through CIRCLE (Center for Immigrant and Refugee Community Leadership and Empowerment). Here first-generation undergraduate students mentored neighboring Vietnamese and Cambodian refugee youth using photography and art and applying community development education principles and techniques. While community service-learning pedagogy has become an established educational practice on most U.S. universities and colleges today, little research has been conducted viewing the educational impact of community service-learning pedagogy on diverse student populations. The majority of the scholarship in this field focuses on the experiences of white middle-class students engaged in service-learning relationships with communities from unfamiliar and different socio-cultural, racial, ethic and economic backgrounds (Dunlap, 1998). This dissertation presents a different perspective. Here I examine how immigrant and refugee undergraduate students understood and made meaning of their participation in a community service-learning experience with youth from familiar and similar ethnocultural contexts. This model valued participants' common cultural assets, highlighted the immigrant and refugee experience, and attended to specific local refugee community needs. To answer my research questions I applied critical ethnographic approaches and analyzed student narratives (interviews, journal entries, reflection papers, poetry and photography) to better understand participants' community-service learning experiences. Through the prisms of three educational learning theories I review the university context, highlight aspects of the situation under study and proceed to build an emerging framework for CSL pedagogy with diverse communities. These theories include; experiential and critical pedagogy, situated learning theory, and the anthropological concept, funds of knowledge, as guides toward developing culturally relevant CSL curriculum with immigrant and refugee learners. Through student narratives, I demonstrate that critical CSL curriculum and service that emphasize peer learning and strategic and cultural resources (funds of knowledge), provide diverse undergraduate students with alternative and creative spaces of critique and possibility in their higher education and community service-learning experiences.

The purpose of this study was to understand how a predominately White school conceptualized and implemented multicultural education. Presently, multicultural education is discussed in the contexts of urban or suburban school settings in which there are students from a variety of racial and ethnic backgrounds. Little has been written about multicultural, particularly anti-racist/anti-bias, education in mostly White rural areas. The study was conducted over a five-month period from February 1993 through June 1993 with informal visits in the fall and spring of 1994. The data is based on observations, documents, and interviews with teachers, aides, staff, and parents. Questions addressed definitions of multicultural education, successes and barriers encountered in the process, and suggestions for further improvement. The section on definitions of multicultural education includes eight categories: Accepting and Respecting Self and Others, Learning About Self from Others, Developing Critical Thinking Skills, Addressing Issues of Bias, Learning Through Contact, Standing Up for Justice, Going Through the Process, and Integrating Throughout the Curriculum. Factors contributing to the school becoming more multicultural were: a strong and open staff, an in-depth, interdisciplinary curriculum, a school-wide practice of inclusion, a small school with strong parent involvement, and a supportive community located relatively close to a university town. Factors that hindered the school from becoming more multicultural included: an ambivalence about the role and significance of race and racism, a lack of agreement about who ought to provide leadership and how, a lack of a permanent forum for discussion and guidance as the school moves through controversial issues, and a state of constant change which made planning difficult. Despite these barriers, the school community's capacity and commitment to learn and grow creatively in the face of such challenges suggested a strong foundation for the life-long process of becoming a multicultural school.

The purpose of this dissertation was to examine nuptial patterns among Chinese and Japanese American women. Specifically, this study compared the prevalence of and reasons for differential rates of marriage and timing of first marriage among non-Latino white, Chinese and Japanese American women. Using 1980 PUMS census data, the marriage patterns of the three racial-ethnic groups are examined. Comparisons are also made between the native born and foreign born in each racial-ethnic group. Native born Asian American women are found to have higher rates of non-marriage than their foreign born counterparts or native white women. An accelerated time model also is utilized to estimate the net effects of birth cohort, education, English proficiency, and mixed ancestry on the waiting time to first marriage for each racial-ethnic group. As expected, education significantly increases the time to first marriage among the racial-ethnic groups of women. The final section of the dissertation compares the household and socioeconomic characteristics of the never and ever married respondents. Never married women are found to have higher educations, incomes, and occupational statuses than ever married women. Native Asian American women are more frequently employed than native white women, regardless of marital status.

The current study assessed racial identification, preference, and awareness using two methods: forced choice, and multiple choice. The participants consisted of 138, 4- and 12-year-old Black, White, and Biracial children. The Preschool Racial Attitude Measure II was used to assess the racial attitudes of children, and Racial Identification and Racial Preference questions were also used. The results show that Black and White children were all able to accurately self-identify. When using the forced choice format the majority of the Biracial children identified as Black, whereas when using the multiple choice format the majority of the Biracial children self identified as both Black and White. When using the multiple choice format to assess Racial Attitude the results revealed that across all racial groups there were more White preference choices by 4 year olds than by 12 year olds. For Racial Attitude, the results also revealed that Whites showed a higher mean White preference score than did Blacks, and Biracial children were intermediate between the other two groups. The results revealed that format did not significantly affect the Racial Preference response among the 4-year-old children, although the percentage of pro-White responses declined significantly when using the multiple choice format with the 12 year olds. For Racial Preference the results also indicate that regardless of format White children had significantly higher pro-White means than the Black children, and for the forced choice format only, Biracial children had a mean pro-White response intermediate between the other two groups. With the multiple choice format, the 4 year olds showed a higher pro-White mean than the 12 year olds. These results show that Biracial children tend to respond in a more race neutral manner when provided more choices than just Black and White. (Abstract shortened by UMI.)

Asthma is a serious respiratory disease that is affected by environmental and psychological variables. Asthma education programs are used to reduce the morbidity associated with asthma and to teach people how to better manage their illness so that they might have a higher quality of life. Although much research has examined the effectiveness of asthma education programs within the Caucasian community, no research has been done to see if asthma education programs are effective in the Hispanic community. This study examined the effects of an asthma education program directed towards three Spanish-speaking parents of children, 7–17 years old, who were diagnosed with asthma. Participants were recruited from local health clinics with written advertisements and were given a monetary reward for their participation in the study. This study was a series of AB designs with staggered baselines, as well as pre and post testing. The pretests and posttests include translated checklists that measure knowledge, self-efficacy, symptoms, problem behaviors, and quality of life of caretakers of children with asthma. Data were also collected on the number of doctor visits and asthma attacks. Treatment consisted of a 2-hr asthma education intervention in Spanish for the parents and caretakers of asthmatic children. It was expected that symptoms, number of doctor visits, number of asthma attacks, and problem behaviors would decline and that knowledge, self-efficacy and quality of life would increase for each of the participants. Only parent knowledge of asthma management techniques increased significantly after the implementation of the treatment. Implications of the study are discussed.

No description available.

In recent decades, both global migration in general and specifically migration to Sweden have increased. This development compels the need for delivering healthcare to the increasingly diverse populations in Sweden. To support health professionals, for instance occupational therapists, in developing their professional knowledge in encounters with foreign-born clients a self-rating instrument measuring cultural competence is developed. This may contribute to the development of suitable services for foreignborn clients and improve person-centered interventions for these clients. The general aim of this thesis was to develop an instrument for health professionals by examining psychometric properties and utility of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among occupational therapists. The specific aim of study I was to evaluate the content validity and utility of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among occupational therapists. The study had a descriptive and explorative design. Nineteen occupational therapists participated, divided into four focus groups. Qualitative content analysis was used to examine the content validity and utility of the CCAI-S. The specific aim of study II was to examine the clinical relevance, construct validity and reliability of the Swedish version of the Cultural Competence Assessment Instrument (CCAI-S) among Swedish occupational therapists. The study had a cross-sectional design. A web-based questionnaire was e-mailed to a randomised sample of 428 occupational therapists to investigate the construct validity, reliability and utility of the CCAI-S. Factor analysis was performed as well as descriptive statistics. The findings from study I revealed high content validity for all 24 items. However, six items needed reformulations and exemplifications. Regarding utility, the results showed strong support for CCAI-S. The category ‘Interactions with clients’ showed that the CCAI-S could be utilised individually for the health professional and create a higher awareness of cultural questions in practice. The category ‘Workplace and its organisational support’ displayed potential for use in different workplaces regarding CCAI-S and indicated the importance of organisational support for health professionals in the development of cultural competence. The findings from study II regarding construct validity generated a three-factor model with the labels ‘Openness and awareness’, ‘Workplace support’ and ‘Interaction skills’. All three factors showed high factor loadings and contained 12 of the 24 original items. The Cronbach’s Alpha showed high support for the three-factor model. Concerning utility, the participants reported that all 24 items had high clinical relevance. In conclusion, the findings from the two studies indicated good measurement properties and high clinical relevance for the CCAI-S. This may sup-port the utilisation of CCAI-S in the Swedish context for health professionals, for instance occupational therapists. The results of the instrument development show that the upcoming published version of the CCAI-S can be a valuable self-assessment tool for health professionals who strive to improve in person-centred communication in encounters with foreign-born clients. CCAI-S can also be of support for the organisation to serve as a guide for what to focus on to develop cultural competence within the staff. Altogether this presumably influence the effectiveness of the healthcare and enhance the evidence of interventions for foreign-born clients. To develop an instrument is an iterative process requiring several evaluations and tests in various settings and populations. Therefore further psychometric testing and utility studies on the CCAI-S is crucial.

This thesis was planned as an -interdisciplinary work, a possible exemplar of 'a peace study' (see Appendix 5). It offers an analysis of the situation of the Asian children of immigrant families, socially and racially disadvantaged in Britain, in the Bradford school system from the mid-1970's to 1980*, and their relative success in terms of external examination assessment in comparison with their peers. This is seen against the backcloth of pioneering Local Authority policies to support their education and observations of practice in schools. The findings are generalised as models of what is perceived by the policy-makers and practitioners to be progress towards racial justice and peace. It is argued that the British school system has shown limited facility to offer equal opportunity of success to pupils in socially disadvantaged groups and that this is borne out in an analysis of the situation of the Asian pupils in the County Upper schools in Bradford (CB), less likely to be allocated to external examination-orientated groups or to gain success in these than their peers. There are indications that their potential may not be being realised. It is argued that while language support for the bilingual child is important, account should also be taken of a more general cultural dominance in the school system and stereotyped low expectations from teachers which may feed racial bias in institutions. The data show that the LEA policies, though benevolent in intention, demonstrate institutional racism in effect. With four case studies from observations in Bradford schools, models are developed for practice that has potential for power-sharing and greater equity of opportunity -for pupils, involving respect for cultural diversity and antiracist education strategies supporting and supported by community participation in schools. It is argued that white educationists need to listen to black clients, pupils and their parents, involving them in dialogue to ascertain their real needs, to implement appropriate policy. As there was a considerable lapse of time between the field work research and writing up of this thesis, and its final presentation, an addendum (with bibliography) reviews some of the research and literature in the fleld since 1980. This situates the field work historically. The issues raised and discussed in the context of the 1970's are still far from being solved. The additional work stregthens, rather than changes my original conclusion that society is locked into a cycle of inequality. A counter-hegemony must emerge from 'grass-roots', community initiatives with a values-base linked not to self-seeking or confrontational power group politics but to a notion of the common good.