This paper extends upon Jennifer Hunt’s research on “Why do women leave science and engineering?”, that contributes to existing literature that overlooks underrepresented minorities level of commitment to STEM fields based on their STEM educational backgrounds and additional contributing factors that relates to women engineer’s leaving their felid to another felid that does not have any relation to their STEM degree. The following independent factors are the respondents’ gender, reasons for leaving the felid of major, how much does their highest degree relate to their current principle/ primary job, parents’ level of education, current citizenship status, level of highest degrees obtained and salary survey data impact on exit rates of STEM identifying URMs. This is done by running multiple linear regression statistical analysis models by creating dummy variables for underrepresented ethnic/ racial minority grouped all together and isolated each URMs’ group dependent variable along with the contributing factors as my independent variables. In order, to figure out which factors are heavily correlated to the exit rates of URMs departing from STEM fields. In addition to learning more about the reasons behind the increasing exit rates of STEM identifying URMs, I will be discussing the shortcomings of using the 2015 National College Graduate Survey as my data and how the survey respondents’ level of exposure to STEM education from their primary school years suggests that the respondent is more likely to stay within a STEM felid that collates with their highest STEM degree than someone who has rarely been exposure to STEM education from youth.

Trauma victimization has deleterious effects on both physical and mental health. In a non-pathologizing manner, betrayal trauma theory offers one paradigm that contextualizes abuse within the relationship it occurs. It is possible that trauma outcomes can be further explained through incorporating aspects of the larger sociocultural context. For instance, some members of minority populations may develop (intra)cultural trust with other perceived minority members; through functioning as a buffer against inequality, (intra)cultural trust may be similar to interpersonal trust within relationships insofar that it creates a vulnerability for betrayal that affects trauma sequelae. Given the incorporation of interpersonal and societal contexts of inequality, predicted outcomes of cultural betrayal trauma are diverse, including abuse outcomes, such as PTSD, and cultural outcomes, such as internalized prejudice. This framework for examining within-group violence in minority populations is called cultural betrayal trauma theory. In the dissertation, I first provide a review of psychological theories of trauma: the fear paradigm, the shattered assumptions paradigm, betrayal trauma theory, and institutional betrayal. I then briefly detail the trauma literature on ethnic minorities, with an emphasis on the importance of contextual factors. Based on this literature, I introduce cultural betrayal trauma theory, defining the theory and its constructs: societal trauma, (intra)cultural trust, cultural betrayal, cultural betrayal trauma, (intra)cultural pressure, cultural betrayal unawareness, abuse outcomes, and cultural outcomes. After addressing societal trauma’s potential role in both within-group and between-group violence victimization in minority populations, I detail the purpose of the empirical study: to test cultural betrayal trauma theory in a sample of ethnic minority students attending a predominantly White university. I report the online survey results based on 296 ethnic minority undergraduates at a predominantly White university. Over half of the sample reported trauma victimization, with 43% of participants reporting within-group violence victimization specifically. This ethno-cultural betrayal trauma was associated with abuse outcomes— dissociation, hallucinations, PTSD, cultural betrayal unawareness, and hypervigilance—and cultural outcomes—trauma-related ethnic identity change, diverse identity changes, internalized prejudice, and (intra)cultural pressure. The dissertation suggests that cultural betrayal trauma theory is a useful framework in examining and understanding trauma sequelae in minority populations.

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Background: Health systems around the world are facing significant shifts in demographic profiles due to increasing ethnic, cultural and linguistic diversity of populations they serve. However, the provision of health care and health services in the language of the minority has been difficult and inconsistent. The concept of the health-literate organization has been developed amid growing recognition that system changes are needed to align health-care delivery with the needs, skills, and abilities of the population. Despite the recent proliferation of research on health literacy, studies of organizational health literacy are still uncommon. Objective: This dissertation addresses the concept and practical application of “organizational health literacy” in the context of an active offer of health services in French in Ontario, Canada. I attempt to answer the question “How can health literacy advance the development of health-care designs that are responsive and accessible to official language minority?” Methods: My research consists of a three-part project that used health services research methodology and has been accomplished in academic partnership with the French Language Health Services Network of Eastern Ontario. I first conducted a review both of the literature on health literacy in linguistic minorities and of the content of organizational health literacy guides. Using a practical example of an active offer of French-language services in Ontario, I applied the organizational health-literacy framework in order to examine the strategies used by health-care organizations to provide for the active offer of health services in French. My analysis focuses on health-literacy dimensions (e.g., access and navigation, communication), quality improvement characteristics (e.g., assessment, improvement actions), and also organizational-level changes (e.g., administrative strategies, direct client services, governance). A focus group of health-care administrators provided a unique insight into the planning and implementation of the active offer and organizational health literacy and associated challenges. Results: Overall, my results show that, although organizational changes may be implemented with the purpose of improving the quality of care by providing linguistically appropriate services, these changes are largely insufficient to achieve this goal. Conclusions: The concept of organizational health literacy has not yet received the attention it deserves, but its relevance is clear: Health-care organizations must be health-literate to be able to address healthcare needs of their diverse patients. There is a significant gap between where health services are and where they ought to be to satisfy the designation criteria for the active offer of services in French. The concept and the novel theoretical framework of organizational health literacy offers the potential of improving and strengthening the process of designation and planning of an active offer of health services in French.

Orientador: Raquel Salek Fiad / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-04T23:10:29Z (GMT). No. of bitstreams: 1 Almeida_PauloRoberto_D.pdf: 6147777 bytes, checksum: 42c9348db9aafd9fce40a745247927c3 (MD5) Previous issue date: 2005 / Resumo: Este trabalho tem como proposta uma reflexão sobre a relação / sujeito llingua(gem) e o processo de constituição/construção de identidades, num universo escolar heterogêneo, constituído por diferenças culturais e lingüísticas e marcado por uma situação de hibridismo, ou seja, por uma coexistência de conjuntos de valores e verdades antagônicos. Esse cenário sociolingüístico, constituído por grupos de "minorias" lingüísticas (maiorias tratadas como minorias), atravessado por uma relação de forças desiguais, com forte cunho ideológico, é perpassado por conflitos no processo de aprendizagem de língua materna, em conseqüência do confronto/conflito entre variedades lingüísticas (entre uma variedade padrão-prestigiada socialmente, tomada como "legítima" ou "legitimada", preconizada pela instituição escolar como referência para um critério de avaliação de desempenho individual do aluno e outras variedades tidas como "não-legítimas", institucionalmente estigmatizadas, "trazidas" por alunos-trabalhadores de curso técnico profissionalizante). E, ao pensar em identidades acredito ser fundamental pensar no jogo das representações de linguagem, sujeito, instituição e contexto aí envolvidos. Ao pensar em representações de língua/linguagem e cultura, é necessário pensar em como se constroem as diferenças culturais e lingüísticas, como se instituem os conflitos culturais e lingüísticos e quais as conseqüências disso para a construção de identidades. E pensar nessas diferenças implica problematizaras estreitas relações entre a constituição das estruturas sociais e o controle sobre ordens do discurso por instituições sociais detentoras de poder. Para um aprofundamento da reflexão sobre um cenário caracterizado por um hibridismo natural, espaço relacional marcado pela alteridade, um espaço onde se constrói um processo relacional de constituição de identidades, é importante constituir um "olhar" que se volte para um movimento de ressignificação de sistemas de referência, com suas normas e seus valores estratificados, aí instaurados. Esse movimento permite que ao olhar para esse cenário se possa desnaturalizar sentidos aparentemente sempre já constituídos, dados como transparentes e se possa tomar visível o surgimento de outras posições, de outros saberes constituídos socialmente, trazidos por vozes sociais não dominantes, sob outras formas de manifestações lingüísticas. Nessa perspectiva, esse olhar permite ainda que se possa visibilizar as manifestações de uma escrita heterogeneamente constituída, que para o discurso ortodoxo, no imaginário escolar, representa o heterodoxo, o idiossincrático, a subversão; no cosmo escolar significa o caos. A percepção e valorização dessa "diferença que diferencia" pode contribuir para identificar sujeitos apagados e/ou invisibilizados e possibilitar que se posicionem e sejam reconhecidos nessa e por essa escrita e, sem bloqueios, sem traumas, possam se constituir identitariamente na e pela escrita / Abstract: This work intends to reflect about the relationship between subject/language and the process of constitution/construction of identities, in a school space, constituted by cultural and linguistic differences and marked by a situation of hybridisrn, that is, bya coexistence of a set of values and antagonistic truths. This sociolinguistic scenery, constituted by linguistic "minority" groups (majorities treated like minorities), crossed by a relation of unequal forces, with a strong ideological connection, is passed by conflicts on the mother tongue learning process, caused by confront/conflict among linguistic varieties (between a socially privileged standard variety, considered "legitimate" or "legitimized", extolled by the school institution as a reference for the student individual performance evaluation and other varieties considered "not legitimate", institutionally stigmatized, brought to a technical school by worker students). When thinking about identities it is necessary to think about the representation play conceming subject, institution and context involved. In order to think of language and culture representations, it is necessary to think how the cultural and linguistic differences are constructed, how the cultural and linguistic conflicts are instituted and which are the consequences to the construction of identities. When thinking about identities it is necessary to reflect on the tight relationship between constitution of social structures and control about the discourse orders by the social institutions which detain the power. In order to deepen this reflection about a scenery characterized by natural hybridisrn, a relational space marked by "othemess", a space where a relational process of constitution of identities is constructed, it is very important to constitute "a way oflooking at", directed to a ressignification, movement of the reference system and its rules, its stratified values which are established there. When one looks into this scenery this movement makes possible to denaturalize meanings apparently always constituted, meanings considered transparent and to give visibility to the appearing of other positions, other knowledge socially constituted, which are inserted by not dominant social voices, under other forms of linguistic manifestations. This perspective gives visibility to an heterogeneously constituted writing, which to the orthodox discourse on the school imaginary, represents the heterodox, the idiosyncratic and the subversion. In the school cosmos it means the chaos. The perception and valorization of this «difference that differentiates" can contribute to identify subjects under invisibility and it can still make possible to these subjects to position themselves in and by means of writing with no interdiction, it makes possible to these subjects to constitute their identities in and by means of writing / Doutorado / Ensino-Aprendizagem de Lingua Materna / Doutor em Linguística Aplicada

Orientador: Marilda do Couto Cavalcanti / Dissertação (mestrado) - Uiversidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-12T18:10:01Z (GMT). No. of bitstreams: 1 Pereira_MairaZamproni_M.pdf: 411501 bytes, checksum: ea63995179f6e43207b792d9cf41c4f4 (MD5) Previous issue date: 2008 / Resumo: O presente estudo, de cunho etnográfico (Erickson, 1984, 1989), com participação intensiva da pesquisadora em trabalho de campo, de longo prazo e com registro cuidadoso dos acontecimentos, foi norteado pela seguinte pergunta de pesquisa: Como se inter-relacionam educador surdo, educador ouvinte e aluno surdo em contexto de apoio pedagógico? Para tentar responder a essa pergunta, foram utilizados conceitos tais como estabelecidos e outsiders; identidade, cultura e identificação; estruturas de participação e ouvintismo provenientes da Sociologia (Elias e Scotson, 2000), ), da Antropologia Social e Cultural (Cuche 2002), da Sociolingüística Interacional (Philips, 2001) e de Estudos Surdos (Skliar, 1999; Skliar & Lunardi, 2000) respectivamente. A análise dos registros gerados em campo mostrou que as representações construídas pelos participantes acerca de si mesmos, dos outros e das duas línguas que circulam naquele contexto de apoio pedagógico remetem à condição do português como língua legitimada na escola pensada pelos ouvintes, enquanto a língua de sinais (LIBRAS) é colocada na condição de língua de apoio. Esse conflito reflete diferenças hierárquicas entre os três educadores envolvidos no contexto: uma ouvinte, que ocupa posição superior por ser a facilitadora do contato com o português; e dois surdos, cujos papéis transitavam ora pela aceitação, ora pela resistência à posição hierárquica inferior, por parte da educadora surda, e de algumas imposições da cultura ouvinte por parte de ambos os educadores surdos envolvidos. É nesse transitar que esse estudo se apóia para tentar apontar possibilidades de um equilíbrio maior entre as necessidades dos surdos e o que o ouvinte tem a oferecer para ajudá-los a conseguir circular confortavelmente entre dois mundos / Abstract: This study, accomplished within an ethnographic perspective (Erickson, 1984, 1989), with researcher's intensive and long term participation in camp, was guided by the following research question: How do deaf teacher, hearing teacher and deaf student relate in a pedagogic support context? In an attempt to answer this question, were used concepts like established participants and outsiders; identity, culture and identification; participation structures and audism from Sociology (Elias and Scotson, 2000), from Social and Cultural Anthropology (Cuche 2002), from Interaction Sociolinguistics (Philips, 2001) and from Deaf Studies (Skliar, 1999; Skliar & Lunardi, 2000) respectively. The analysis of data sources generated on research camp revealed that the representations the participants build of themselves, of the others and of the two languages involved in the context are related to the condition of the Portuguese as the legitimated language on school as it is thought by the hearing people, meanwhile the Brazilian Sign Language (LIBRAS) has a supporting role for the learning of Portuguese. This conflict reflects hierarchical differences between the three teachers interacting in the context: one hearing teacher, who is in a hierarchically superior position since she facilitates the contact with Portuguese: and two deaf teachers, who sometimes accept and sometimes resist taking a lower position in the hierarchy, as in the case of the deaf female teacher, and also a resistance to some impositions of the hearing culture from both the deaf teachers. It's within this transit that this study is developed in an attempt to point out possibilities to build some balance between the deaf people's needs and what the hearing people have to offer to help them to circulate more comfortably between two worlds / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestre em Linguística Aplicada

Dans le cadre de cette thèse, nous cherchons à porter une contribution aux travaux mettant en lien « minorités territoriales » et « minorités vues comme étrangères » [issues de l’immigration ou acceptées en tant que minorités par un traité]. Nous avons ainsi choisi quatre groupes : les Maghrébins et les Arméniens, les Bretons et les Kurdes. La pluralité des terrains de recherche en France comme en Turquie nous permet d’expliquer comment les différents acteurs médiatiques minoritaires se constituent. Nous nous proposons d’analyser la manière dont les groupes que nous désignons en tant que « groupes ethniquement minorisés –GEM- » produisent leurs médias au quotidien, pour se représenter. Il s’agit d’étudier les dynamiques entre, d’une part, les processus de production de l’altérité et, d’autre part, les processus de production de la domination. Au delà d’un certain particularisme, nous tentons de répertorier les discours identitaires, les processus de production d’un MGEM, les tactiques d’authentification développées, la construction et la déconstruction de l’ethnicité, la signification même de l’existence de ces médias. Par là même, nous établissons une grille d’analyse et d’interprétation de la démarche des « médias des groupes ethniquement minorisés » en tant qu’outil d’accès à une citoyenneté égale. Mots clés : Minorités, médias, représentativité, citoyenneté. / This thesis aims to contribute to the field of study that connects « territorial minorities » with « minorities seen as foreigners » [with an immigrant background or accepted as minorities by law]. This study covers four groups : Maghrebis and Armenians, Bretons and Kurds. The plurality of the research field in France as well as in Turkey makes it possible to explain how different minorised actors constitute themselves through media. This research analyzes how these groups, which I call « ethnically minorised groups –EMG - » represent themselves by producing their media on a daily basis. This study covers the dynamics of the production process of otherness on one hand, and the production process of domination on the other. In particular, this study aims to identify discourses, media production processes, and the authentication tactics developed via those media, the construction and deconstruction of ethnicity, and, the very justification of their existence. By doing so, this study establishes an analytical and interpretive approach on « media of ethnically minorised groups » as a tool of access to equal citizenship.