The study used a pre-/post-test design within a secondary analysis of existing de identified data obtained from a major Northeastern hospital for use by permission, in order to evaluate the impact of a communication cultural competency training of hospital registration personnel focused on teaching the collection of gender identity and sexual orientation data (SOGI). The study’s convenience sample (N=240) was diverse, given 34.6% (N=83) identified as White/Caucasian, 28.3% (N=68) as Hispanic/Latino, 27.1% (N=65) as Black /African American, and 10.0% (N=24) as Asian. For gender identity, 74.6% (N=179) identified as female, and 15.8% (N=37) as male. Those who identified their sexual orientation as heterosexual comprised 79.6% (N=191) of the sample. The mean time in current role for the sample was 3.97 years (Min = 1-1 to 6 months, Max = 6-over 10 years, SD = 1.547). For example, 18.3% (N=44) indicated being in their current role for between 5-10 years. Some 74.2% (N=178) indicated that they know someone who is LGBTQ+. Of note, 16.7% (N=38) indicated that they had other training in the last three months. Cronbach’s Alphas ranged from .858-.978 for the 11 new study scales, as very good to excellent internal consistency. As main study findings, paired t-tests for all five global scale scores (knowledge, self-efficacy, skill/ability level, and personal preparation for collecting SOGI data—and engagement in recommended SOGI data collection behavior) demonstrated significant differences from pre- to post- training in this sample (p˂.000; Bonferroni Significance level, p<.007). This suggested that participation in the training was associated with statistically significant improvements from pre- to post-training for knowledge, self-efficacy, skill/ability level, personal, and engagement in recommended SOGI data collection behavior. Through backward stepwise regression, having higher post-training self-efficacy was significantly predicted by: higher pre-training personal skill/ability (B=.589, SEB=.468, p=.000); and, higher post-training overall evaluation (B=.244, SEB=.305, p=.000). The adjusted R-squared value for this model was 0.346, meaning that 34.6% of the variance for higher post-training self-efficacy for collecting for collecting patients’ sexual orientation and gender identity data was explained by this model. Findings suggest the need for further dissemination, implementation and evaluation of the new communication cultural competence training.

Thesis advisor: Janet E. Helms / Training racial/ethnic minorities, or people of Color (POC), to provide culturally competent mental health care has gained increasing significance in counselor education and applied psychology programs in the past 30 years. From a developmental perspective, race may be the most salient psychosocial lens through which POC trainees perceive and experience professional training; multicultural supervision might be the primary mode for developing their cultural competence. However, supervision may not sufficiently attend to POC trainees' race-related characteristics. To better understand the possible influence of POC trainees' racial psychosocial development and experiences of multicultural supervision on their competence in counseling clients of Color, the present study examined relationships among POC trainees' racial identity attitudes, perceptions of multicultural supervision, and self-reported multicultural counseling competencies. POC trainees (N = 203) from clinical, counseling, and school psychology programs, who had completed at least one semester of therapy supervision, completed a sociodemographic questionnaire, the People of Color Racial Identity Attitudes Scale (Helms, 2011), the Multicultural Supervision Competencies Questionnaire (Wong & Wong, 1999), and the Multicultural Counseling Inventory (Sodowsky et al., 1994). Canonical correlation and regression analyses were used to investigate relationships among the variables. The canonical correlation analyses revealed three statistically significant patterns: (a) "Competent Internalization," wherein trainees reported positive relationships between self-actualizing racial identity attitudes (i.e., Internalization) and multicultural counseling competencies; (b) "Racially Ambivalent Relationships" characterized trainees endorsing low levels of Dissonant and Immersion/Resistance racial identity and increased competence in managing racial/cultural dynamics in counseling relationships; and (c) "Supervision Incompetence," characterized by POC trainees rating supervisors' cultural competence and their own multicultural knowledge, awareness, and skills competencies as low. Two multiple regression analyses indicated that only Internalization racial identity attitudes uniquely contributed to predicting trainees' perceptions of supervisors' cultural competence. Results were discussed with respect to how supervisors might utilize Helms's (1995) racial identity theory in multicultural supervision to assess and promote racial identity development and enhanced multicultural counseling competencies. Methodological limitations of the study and implications for research and practice are discussed. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

Dissertation submitted in fulfilment of the requirements for the Degree: Masters in Psychology by Research, University of the Witwatersrand, Faculty of Humanities / This study explored the personal goals and motivation behind employment equity implementers working within this field and one or more of three broad areas namely: 1) Transformation, 2) Empowerment, and 3) Diversity. The study aimed to explore what it is (ultimately) that these individuals are working for and towards in their day to day lives and professional roles. Were they working towards bigger goals than just compliance with the Employment Equity Act and if so- what were these? Further, the study looked to explore the results of operating in an environment where there are very often competing goals and visions of success, with a final view to understanding what personal tactics and methods implementers deploy to cope and succeed in this context- should an environment of conflicting, competing or contradictory goals exist. The research methodology was a content analysis of in depth semi structured individual interviews. The analysis highlighted the varied views, end goals and conceptual understandings on part of implementers. In every case however a sense of duty or calling emerged which seemed to serve as the key motivator and source of resilience in trying and complex situations. The role constructions that participants undertook also varied and seemed to be linked to the initiatives they busied themselves with as well as their personal motivations in terms of their work. All interviewees experienced some degree of dissonance and or tension between their ultimate goals and views of the subject area from the organisations in which they worked, with different personal responses manifesting / MT2017

If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2013.

Cette thèse se donne pour objectif d’examiner la question du multiculturalisme qui traverse de 1993 à 2010 le cinéma des pays européens. Notre recherche vise en particulier à étudier le rôle joué par l’histoire de l’immigration dans la redéfinition du cinéma national, au sein des pays européens. Les pays retenus ont en commun d’avoir reçu des migrants avant 1989, et d’être agités par le débat sur l’identité dite nationale. Dans ce contexte post-industriel, nous constatons le succès national de comédies représentant les « héritiers de l'immigration », qui mettent en scène des identités culturelles dites hybrides en France, en Grande-Bretagne, en Allemagne. Nous observons ce même phénomène plus tardivement en Belgique, aux Pays-Bas ou en Suède. Les exemples de films analysés dans le cadre de cette thèse donnent à voir le long processus d' « intégration » et parfois d'assimilation de ces travailleurs immigrés au sein des pays européens. Le cinéma est devenu un moyen privilégié d’exprimer leur identité, avec la musique, la danse et les livres, pour les « héritiers de l’immigration ». Ces comédies constituent bien souvent un contre-champ à l'actualité. Dans ces films, des stratégies identitaires sont développées, reposant notamment sur la langue nationale. Il convient de souligner que ce choix de la comédie assure la conquête du grand public. Les «héritiers de l’immigration » contribuent notamment au renouvellement de la scène artistique du pays d’accueil, en en retravaillant les cadres symboliques de la culture de ces pays. Le local et le global s’entremêlent pour remodeler la représentation du cinéma dit national. En Grande-Bretagne et en France où ces mouvements transculturels sont les plus établis, cela se traduit par la construction de catégories, telle celle du cinéma « britanico-indo-pakistanais ». Ces catégories posent problème, car elles ne reflètent pas les diverses appartenances culturelles. Dans cette étude, nous aborderons notamment la question des cinéastes issus des minorités, « attendus » comme représentants de leur communauté. L’émergence de ces espaces transculturels redessine le concept du cinéma des pays européens, et souligne sa nature problématique et ses mouvances. Nous avons particulièrement étudié la construction d’espace transculturel. Le succès national de ces comédies, légitimées par des festivals en Europe, révèlent un problème de visibilité dans l’espace public. / This thesis examines the question of multiculturalism which spanned the cinema of some European countries from 1993 to 2010. Our research is aimed at studying the role played by the history of immigration in the redefinition of national cinema in European countries. The countries analysed welcomed migrants prior to 1989 and have since been shaken by debates on national identity. In this postindustrial period, we noticed the national success of comedies representing the " descendants of immigrants", in France, Great Britain, and Germany. We recently observed the same phenomenon in Belgium, the Netherlands, and Sweden. The examples of movies analyzed reveal the long process of "integration" (and sometimes assimilation) of these guest workers in some European countries. Cinema, as well as music, dance, and literature, have become the arenas in which descendents of immigrants have expressed their hybrid identities. These comedies often reflect the opposite point of view of the news media. Some films are big box-office successes in their countries. The "descendants of the immigrants" contribute in particular to a renewal of the artistic scene of their country. The emergence of transcultural spaces in Europe reshapes national cinemas, and underlines the problematic nature.

College access programs (CAPs) have proliferated throughout the United States to address disparities in college enrollment between White, higher-income students, and racial/ethnic minority and lower-income students. While CAPs have helped to reduce such disparities, considerable challenges remain. U.S. higher education leaders are facing renewed urgency to address this issue because racial/ethnic minority and lower-income groups are now the fastest growing segments of the population, and because educational attainment – acquisition of a college degree – is increasingly important to national economic growth and individual well-being. However, to date, only a few researchers have examined CAPs’ influence on participants beyond college enrollment, so there is a knowledge gap regarding the kinds of systems and supports needed to help members of these populations achieve a college degree. This study examines the relationship between CAP participation and the undergraduate experiences and outcomes of CAP alumni who enrolled in college. The primary data for this study consisted of individual interviews with 24 alumni from five CAPs in the New York City metropolitan area who subsequently attended college. The CAPs varied by primary funding source. Four to six participants per site were college juniors or seniors, recent college graduates, or individuals who enrolled in college but withdrew before graduating and never returned. The data highlighted the following key themes and implications: (1) CAPs in this study were largely successful in helping alumni enroll in colleges and universities known to be selective; (2) While the CAPs exerted helpful influences, alumni nonetheless faced serious challenges through the college years, such as meeting academic demands and navigating barriers of bigotry and intolerance that are deeply embedded on many campuses; and (3) CAPs in this study influenced alumni’s post-college aspirations, directions, and trajectories regarding career choices, and family and community uplift. Drawing on these findings, this study proposed a model of the psychosocial, academic, and sociocultural resources that appear to contribute to the undergraduate experiences, outcomes, and post-college trajectories of CAP alumni. The study concludes with implications for practice, policy and further research.

This thesis utilizes a multi-perspectival cultural and media studies approach analyzing the production, filmic text, and reception of Taarka, the first film about Setos, that is advertised as a (docu)drama. However, the analysis shows that it can also be interpreted as an ethnographic film. It examines which intersecting identities related to Seto women are depicted in the film and whether audiences and critics recognize the power dynamics of these intersections. It also analyses how the Estonian cultural economic environment, the filmic text, audience comments and critics reviews reinforce or challenge hegemonies connected with these intersections. Drawing on the principles of postcolonial feminism, intersectionality, and other critical theories, the thesis concludes that even though the filmic text challenges traditional gender roles, it still reinforces the Estonians’ one-sided portrayal of an exotic, commodified Seto ethnicity. Moreover, the cultural economic environment and reception of the film also bolster this view of Seto ethnicity. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The purpose of this exploratory study was to examine “pockets of success” through the voices of participant stakeholders in low socio-economic status urban high schools and communities to identify opportunities and structures that can improve postsecondary outcomes for students. Examining those pockets of success to rise above the dynamics that obstruct pathways to success, and identifying opportunities for students to transcend their social, economic, and human condition, are the impetuses for the study. The study design is grounded in portraiture, created by Lawrence-Lightfoot and Hoffman-Davis (1997), to detail the intricate dynamics and relationships that exist in high schools. Portraiture steps outside of the traditional boundaries of quantitative and qualitative research to converge narrative analysis with public discourse in a search for authenticity. Identifying what the participants value, how they create and promote opportunities for students, the school’s role in rebuilding the surrounding community, and the community’s priority for graduates, provided the groundwork. The review of the literature reconstructs the term “opportunity” in the context of the urban high school, aligning it with the moral purposes of education. It traces the history of educational and social justice barriers for minority students, outlines the impact of leadership decision-making on the evolution of the urban high school, and addresses increasing the capacity of schools to create opportunities for students to succeed. Participants revealed the foundations for success, challenges and goals toward success, conduits to facilitate that success, and collaborations required to build an agenda to couple school-based stakeholders, civic groups, and national organizations to the creation of a national platform to improve outcomes for urban public high school students in disenfranchised communities. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

Discrimination is not only a human and civil rights offense, but also a detrimental influence on the health outcomes of affected populations. The Muslim population in the United States is a growing religious minority increasingly encountered by health care professionals in the clinical setting. This group has been subject to heightened discrimination since the tragic events of September 11, 2001 and often is misunderstood within the context of American society today. While research has been conducted on discrimination against Muslims in the employment and educational segments of society, more studies are needed which quantify the extent and type of discrimination faced by this group in the health care setting. This inquiry focused on the crossover of anti-Muslim discrimination from society to the health care setting. A newly developed tool to measure anti-Muslim discrimination in health care and an established perceived discrimination scale were used to create the questionnaire employed in this investigation. The items of this newly created tool addressed culturally congruent care practices based on the principles of cultural safety within the nurse-patient relationship and the cultural care beliefs of the Muslim patient/family to ascertain discriminatory occurrences in the health care setting. Ray’s (2010) transcultural caring dynamics in nursing and health care model served as a framework for this quantitative, univariate, descriptive, cross-sectional design. Findings revealed that nearly one-third of Muslim subjects perceived they were discriminated against in the health care setting in the United States. Being excluded or ignored was the most frequently conveyed type of discrimination, followed by problems related to the use of Muslim clothing; offensive or insensitive verbal remarks; and problems related to Islamic holidays, prayer rituals, and physical assault, respectively. Age was positively correlated with perceived anti-Muslim discrimination in society. Education was negatively correlated with perceived discrimination in both society and the health care setting. Findings revealed that three out of five of those surveyed reported that they wear Muslim clothing; the most frequently reported of which was the hijab, the most popular Muslim garment reported to be worn. Participants who wore Muslim clothing, especially females, reported more anti-Muslim discrimination than those who did not. Scores for self-reported perceived anti-Muslim discrimination were found to be higher after the Boston Marathon bombings, April 15, 2013, an act perpetrated by Muslims, which occurred during the time of data collection. The number one Muslim care preference reported was same sex caregiver followed by respect for modesty, prayer rituals, respect for privacy, family involvement in care, and dietary concerns. Implications for practice, policy, education, political science, and recommendations for further research are discussed. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.

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