No description available.

Against the background of the lack of consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, a need exists for adequate provision of education suitable to different minorities. This study investigates the provision of education to minorities. A literature survey investigated how various countries make provision for minorities in their education systems, starting from the Constitutions and various education laws to educational practice. These countries include Belgium, Getmany, the Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an analysis of documents dealing with the provision of education to minorities was undertaken. Unstructured interviews, from a small sample of informants selected by purposeful sampling, elicited additional data to the document analysis. Data was analysed, discussed and synthesised. The major findings are: there is no international consensus on the definition of the concept minority; the concept minority does not even appear in the Constitutions of some of the countries under investigation; the South African Constitution uses the concept communities rather than minorities. However, no definition of the concept community is provided and despite reservations expressed by a key informant on group rights, generally the South African Constitution contains enough sections regarding the provision of education to minorities. Subject to certain limitations, minority groups may open their own schools and use their own language. Based on these findings, recommendations for educational provision for minorities are made. / Educational Studies / D.Ed. (Comparative Education)

The results showed that the students' Chinese language ability is low, especially their literacy skills. There was significant discrepancy between the students' oral and written language competence. Further analyses were conducted in accordance with models derived from the simple view of reading (Gough & Tunmer, 1986), in which reading comprehension is assumed to be the product of decoding and linguistic comprehension. The analyses showed that the language-literacy discrepancy was related to the students' poor decoding ability. The students' reading comprehension performance was related more closely to Chinese character recognition ability than their linguistic comprehension competence. Moreover, the students' Chinese orthographic awareness and knowledge was found to be related to Chinese character recognition. The effect of the former on reading comprehension was mediated through the latter. / The study supports the relevance of the simple view model for understanding learning to read Chinese by second language learners. Studies of reading in alphabetic languages adopting the simple view have shown that the importance of decoding relative to linguistic comprehension depends on the developmental stage and proficiency of the readers, as well as orthographic transparency of the language. These results are consistent with our finding that for the participants in this study who were in upper primary level learning a deep orthography (i.e., Chinese), decoding accounts for more variance in reading performance than linguistic comprehension. Furthermore, just like understanding of the alphabetic principle helps reading in alphabetic languages, awareness and knowledge of the structural properties of Chinese characters, that is, the componential structures of the orthography and their phonetic and semantic functions, have a facilitative effect on Chinese character recognition and reading performance. Educational implications for the Hong Kong ethnic minority students and for Chinese second language learning were discussed. / This study investigated acquisition of Chinese literacy by ethnic minority children in Hong Kong primary schools. Ninety-seven primary-four ethnic minority students from four schools participated in the study. Their Chinese orthographic awareness and knowledge, Chinese character recognition ability, Chinese listening comprehension and reading comprehension competence were assessed. / Wong, Yu Ka. / Advisers: Pui Wan Cheng; Ling Po Shiu. / Source: Dissertation Abstracts International, Volume: 73-02, Section: A, page: . / Thesis (Ed.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 108-131). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese; some appendixes also in Chinese.

Against the background of the lack of consensus on the definition of the concept minority and the continuing debates on minorities and their rights in education, a need exists for adequate provision of education suitable to different minorities. This study investigates the provision of education to minorities. A literature survey investigated how various countries make provision for minorities in their education systems, starting from the Constitutions and various education laws to educational practice. These countries include Belgium, Getmany, the Netherlands, the United Kingdom (UK) and Italy. Regarding South Africa, an analysis of documents dealing with the provision of education to minorities was undertaken. Unstructured interviews, from a small sample of informants selected by purposeful sampling, elicited additional data to the document analysis. Data was analysed, discussed and synthesised. The major findings are: there is no international consensus on the definition of the concept minority; the concept minority does not even appear in the Constitutions of some of the countries under investigation; the South African Constitution uses the concept communities rather than minorities. However, no definition of the concept community is provided and despite reservations expressed by a key informant on group rights, generally the South African Constitution contains enough sections regarding the provision of education to minorities. Subject to certain limitations, minority groups may open their own schools and use their own language. Based on these findings, recommendations for educational provision for minorities are made. / Educational Studies / D.Ed. (Comparative Education)

People who are Queer Muslim Arab Americans have unique experiences, as their multiple identities often clash head-on with cultural expectations of their respective communities. To fully grasp the concept of someone who identifies as such, this thesis explores each minority identity individually, and then examines the interactions of all three identities. The Double Jeopardy and Intersectional Invisibility theories of multiple minority identities are explored in relation to people who are Queer Muslim Arab Americans. Scenarios are outlined in which each theory seems more relevant. Finally, community needs of Queer Muslim Arab Americans are discussed, with a focus on the opportunities that are available to mental health providers and community psychologists to make a positive impact on this multiple minority community.

Failure to engage and retain low-income, ethnic minority and immigrant families in treatment is a problem that plagues many intervention initiatives. Often, those most in need of services also experience significant barriers to treatment (e.g., logistical barriers, stress), resulting in low attendance rates. This study employed an ecological framework to examine the relationship between parents' report of stress, social support, and their engagement in a culturally sensitive, school-based intervention. Stress related to low income, minority and/or immigrant status is presented as a specific barrier that impacts treatment engagement. Additionally, social support is conceptualized as having a "buffering effect" on the potential negative impact of stress on engagement. Archival data was examined for families who participated in Connections intervention, a family focused intervention intended to strengthen family relationships, coping skills, and social support and to prevent child mental health problems. Thirty-five mothers of 3rd to 5th grade children were included in this study. Of this sample, 43% identified as Haitian, 31% as Hispanic, 14% as African American, 6 as "other," 3% as English-Speaking Caribbean, and 3% as European-American. Results indicated that maternal stress was negatively related to attendance, and satisfaction with social support was positively related to attendance. In addition, a stress by need for support interaction emerged, suggesting that attendance is most negatively impacted for mothers reporting high levels of stress and high levels of need for support. Among mothers with high stress, those indicating low need for support were able to attend almost twice as many sessions as those with high need for support. Attendance rates were also related to maternal acculturation: mothers identified as "enculturated" had the highest attendance rates (74%), followed by "assimilated" mothers(67%), "bicultural" mothers (50%), and marginalized mothers (20%). Treatment engagement is frequently conceptualized as an individual-level factor (e.g., motivation, readiness for change), but results suggest engagement also is shaped by contextual factors such as stress and social support. Future directions in research and clinical implications are discussed.

In the Swedish society, sport is seen as a natural integration arena where ethnic minorities integrate intothe new society without losing their identity. The diversity varies greatly among the different sports, golfis one of the sports where diversity is almost totally absent. This study aims to examine how projects atvarious Swedish golf clubs promote the integration of youth immigrants through the sport. The first stepof the study consisted of surveys that formed the base of the study. In the second step, interviews cratedknowledge about golf clubs various work to promote integration in society. The results show that almostevery fourth golf club in Sweden was implementing or planning an integration project of some kind.Trough the study, it becomes clear that the barriers that must be torn down to make golf a naturalintegration arena, as sports in general, are numerous.

In many European countries, despite decades of learning about the risks of discrimination and the conflicts associated with it, discrimination against minorities persists. Many have criticized European governments for not doing enough to challenge the negative stereotypes and prejudices against minority groups, especially in education and employment. In this thesis, Muslim minority groups in Bulgaria, France, and the Netherlands will be used as case studies to explore the varying dynamics underlying this discrimination and strategies that can be implemented to overcome discrimination. This thesis will recommend a series of policy approaches in areas such as civic integration, education reform, anti-discrimination law, and monitoring and evaluation to help reduce minority discrimination European countries.

This study examines how race affects the media’s coverage of candidates in Canadian politics. Situated in the literature on political communication, gendered mediation and race studies, it proposes a new theory of racial mediation, which posits that politics are covered in ways that reflect the assumption of whiteness as standard. Although candidate self-presentation does influence media portrayals, this alone does not account for differences in the framing of candidates’ policy interests, viability and socio-demographic characteristics. The project argues that candidate race has a significant but subtle impact on media portrayals. Articles from the print media coverage of the 2008 Canadian election are analyzed using a hand-coded content analysis, which is replicated through an innovative automated approach. The study finds that visible minority candidates’ coverage is more negative and less prominent than that of their White counterparts. It is less likely to focus on key electoral issues and much more likely to emphasize socio-demographic background. Visible minority candidates are held to a higher standard and in the absence of evidence to the contrary, they are portrayed as less viable and credible than their competitors. Gender can amplify these effects, with raced and gendered discourses characterizing the coverage of visible minority women. The media study is complemented by 40 elite interviews that probe candidates’ communication strategies, issue emphasis and self-presentation, as well as reporters’ negotiation of these elements in their construction of news stories. While there are visible minority candidates who emphasize elements of their ethnocultural heritage, my findings suggest that few rely only on racialized strategies, nor are White candidates immune from racialized appeals. Nonetheless, journalists struggle to adequately portray nuance and candidates’ multi-dimensionality. They employ familiar narratives and tropes, and generally only seize on racialized framing when it applies to visible minority candidates. Although the study does not provide a direct test of media effects on vote choice, it draws on existing literature to argue that because media coverage influences the ways that voters evaluate issues and develop schema for understanding the world around them, the portrayal of visible minority candidates has the potential to alter electoral opportunities and outcomes. As a result, racialized coverage and race continue to matter in Canadian politics. / Thesis (Ph.D, Political Studies) -- Queen's University, 2013-04-22 15:21:07.585

Media representations of diverse groups in Canadian society have been shown by researchers to influence their individual and collective sense of well-being and by inference their welfare (Fleras, 2012; Henry & Tator, 2002; Gist, 1990). Nevertheless, mainstream media continue to be racially and/or sexually biased in their representation of minority groups, especially racialized minority and Aboriginal women. Although efforts have been made by the government and various interest groups to promote the tenets of equality, impartiality and objectivity as advocated in the Multiculturalism Act of 1988, Canadian broadcasting Act and the Employment Equity Act, media bias persists. Existing research exploring media representation of diverse groups in the political sphere has not been very thorough. The myopic focus on either the gender or race of candidates and their campaign activities en-route to political offices, offers limited analysis of the intersected identities of office holders in terms of their race/ethnicity and gender. Given the centrality of Parliament in formulating and upholding the tenets of social democracy in Canadian society, this study aims to address this gap by interrogating media representations of women with multiple targeted identities in the Canadian 41st Parliament – specifically the House of Commons. Through Critical Discourse Analysis (CDA), this study examines mainstream and ethnic media representations of racialized minority and Aboriginal women MPs relative to their white counterparts in order to evaluate bias in these portrayals. In addition, the portrayal of racialized minority and Aboriginal women MPs in mainstream and ethnic newspapers are compared to highlight their convergences and divergences. The study’s findings reveal that while gender biased representations cut across both mainstream and ethnic media, ethnic media offer more positive portrayals of racialized MPs and their communities relative to mainstream media. The study also reveals that gender and race are not independent axes of oppression but operate simultaneously to compound oppressive misrepresentation of racialized minority women.