No / Background/Aims This article investigates the representation of black, Asian and minority ethnic staff in NHS disciplinary proceedings. Methods The study involved an in-depth knowledge review and analysis of literature on the representation of black, Asian and minority ethnic staff in NHS disciplinary proceedings from 2008 to 2017, as well as semi-structured interviews with 15 key stakeholders. Participants were stakeholders from both primary and secondary care and included equality and diversity leads, human resource professionals, NHS service managers, representatives of trade unions and health professional regulatory council representatives. Findings The knowledge review indicates that to date, black, Asian and minority ethnic staff are disproportionately represented in NHS disciplinary proceedings. Evidence gathered demonstrates the continuation of inappropriate individual disciplinary action and failure to address organisational shortcomings against black, Asian and minority ethnic members of staff. Conclusions Overall, six factors were identified as underpinning the disproportionate representation of black minority ethnic staff in disciplinaries: closed culture and climate; subjective attitudes and behaviour; inconclusive disciplinary data; unfair decision making; poor disciplinary support; and disciplinary policy misapplication.

New nurse graduates must pass the National Council Licensure Examination (NCLEX) in order to achieve nursing licensure. In Northern New Mexico associate degree nursing program with a large disadvantaged student population, the average pass rate for the licensure exam often falls below the state board of nursing mandated 80% pass rate. This study's purpose was to evaluate the effect of an NCLEX remediation program on students' ability to pass the NCLEX, using Knowles adult learning theory to guide this work. The research questions investigated the relation between the remedial instruction and the 2 dependent variables KAPLAN predictor scores and NCLEX pass rates. I used a quantitative non-experimental ex post facto design to contrast 2 purposively sampled student cohorts, the cohort from 2017 that did not participate in the remediation program (N = 14) and the cohort from 2018 that participated in the remediation program (N = 27). A t test for independent samples showed that the KAPLAN exam mean scores were significantly higher (t = 4.81, p < 0.001) for the 2018 cohort (M = 66.49, SD = 8.08) than for the 2017 cohort (M = 55.78, SD = 5.94). The Chi-square test showed that the NCLEX pass rates were independent of the remedial instruction (χ2 = 0.58 , p = 0.45 and χ2 = 0.17, p = 0.68 after the Yates correction). Based on the findings and guided by theory, a policy recommendation was formulated for the nursing department's management. The inconclusive results will generate social change by challenging nursing program leaders to discuss why the pass rates did not increase while the Kaplan predictor scores did. Based on this discussion and further research, the remediation program could be improved.

This study examined the various ways in which Ashkenazi Jewish undergraduate anti-racism peer educators understood and used their Jewish identity in their work with non-Jewish people of color and white Christians. Ashkenazi Jews, who are Jews of Central European heritage, often find themselves questioning the racial space they occupy. The ways in which students of Ashkenazi Jewish identification compare or contrast their historical and current social position with that of communities of color can either facilitate or disrupt their efforts to be effective anti-racist educators. Fifteen Ashkenazi Jews who are peer facilitators in a nationally-recognized social justice program at a university in the Midwest were interviewed. Three data gathering techniques were utilized: demographic intake form, individual interview, and focus group interview. Participants articulated a complex understanding of the position of Ashkenazi Jews in U.S.-based systems of ethnicity, religion, race and class. Based on these systems, the students claimed that Jews are both insiders and outsiders in American society, targeted and privileged simultaneously in their ethno-religious and class identities. Findings reveal that being Jewish is salient and a distinct identity for this generation of college students; the history of Jewish oppression continues to inform Jewish identity; Jewish students continues to describe a connection with Blacks; and distinctive processes of ethnic and ethno-religious identity development take place for Jewish undergraduates. Findings suggest the need for a new social identity model that addresses the unique racial, ethnic and ethno-religious positionality of Ashkenazi Jewish undergraduates. The author presents a Jewish ethno-religious target development model, along with implications for anti-racism and social justice education and suggestions for further research.

This dissertation employs an ethnographic perspective to describe and interpret the communicative practices of a speech community of Jewish immigrant elders on South Miami Beach. Fieldwork conducted from the mid-1980s to the early 1990s with a daily gathering that met by the oceanside offers the basis for analysis of the meanings of sociability and Yiddish linguistic and musical performance. Indepth interviews with gathering participants indicate distinctive ways in which these communicative practices displayed and affirmed a sense of shared cultural identity, an accomplishment underscored by the marginal status of this speech community. Practices of sociability and Yiddish cultural performance were understood as countering conditions of cultural invisiblity, social isolation and the abandonment of Yiddish culture. Issues of communal space, a public sphere, collective memory, mutual aid, and life storying in relationship to the Holocaust are discussed. The meanings of folksong performance are elaborated as a cultural norm and ritual form that perpetuated a long-term, diasporic cultural tradition.

Globalizing processes of late capitalism shape local cultures in complex and contradictory ways, exacerbating assimilation and alienation in geographically and culturally marginalized communities and, paradoxically, empowering disenfranchised groups by facilitating communication between diasporic populations and providing access to information, images, and commodities. This dissertation explores the ways in which linguistic difference, geographic isolation, and cultural marginalization have contributed to collective consciousness and feelings of distinctiveness in Chéticamp, an Acadian community in rural Nova Scotia, Canada. I examine forms of cultural work—such as genealogical research, community museums, and cooperative associations—as cultural performances in which community members envision and enact their Acadian identities. Performed identities are inauthentic in the sense that they are actively negotiated and subject to ongoing adaptation and transformation; yet they are also authentic in the sense that they are deeply felt and central to understandings of our experiences, our relationships, and our place in the world. Examining Acadian ethnic and linguistic identities through a performance lens thus illuminates possibilities for cultural survival in contexts of uncertainty and change.

Historically, throughout the world, Indigenous nations have been subject to colonial policies and practices which deliberately seek to obliterate the way of life of Indigenous societies. The Kanienkehaka nation is but one of the thousands of such nations struggling to survive and resist against state invasions within traditional national territories. This study examines the current conflict-relationship between the Kanienkehaka nation and the State (U.S./Canada) from a historical/cultural/political framework. The Oka crisis of July 11, 1990 will serve as a case study. This study also constructs pedagogy that examines both U.S./Canadian governmental policies towards Indigenous nations, specifically the Kanienkehaka nation. This curriculum is designed to assist teachers place each chapter in an educational context by specifying central themes that revolve around the historical/contemporary relationship existing between the Kanienkehaka nation and the State.

京都大学 / 0048 / 新制・課程博士 / 博士(地域研究) / 甲第22559号 / 地博第262号 / 新制||地||99(附属図書館) / 京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻 / (主査)教授 速水 洋子, 准教授 伊藤 正子, 准教授 小林 知, 教授 松岡 悦子 / 学位規則第4条第1項該当 / Doctor of Area Studies / Kyoto University / DGAM

Sexual minority women experience a number of physical and mental health disparities compared to their heterosexual peers. One factor contributing to this disparity is access to care, of which sexual minority women also report having less than heterosexual women. In this study I examine predictors of sexual minority women's access to care in three ecological contexts: structural, community, and interpersonal. Eighty-eight sexual minority women 22 and older from Davidson County, TN responded to an online survey that gathered information about demographic factors and various aspects access to care including accessing healthcare systems, gaining access within the system, and patient/provider relationships. Multiple regression analysis was used to determine whether demographic factors were significant predictors of access to care. Age, education, and degree to which participants were open with others about their sexual orientation were significant predictors of access. Results point to significant differences in access to care within this population that has multiple marginalized identity statuses, indicating a need for attention to within-population access needs. Sexual minority women who are younger, less educated, and less out to others about their sexual orientation may be at increased risk to face barriers to care. Implications for practice and policy include a need for increased cultural competence of healthcare providers, and changes in policies that will close the insurance gap between heterosexual and sexual minority adults in the U.S.

This study investigates the attitudes of standard accented Turkish speakers towards non-standard Kurdish accented speakers of Turkish. Given the fact that there are strict language policies in Turkey, this paper analyzes the effect of such standard language ideologies on listener attitudes using a mixed-methods design. The study included 50 Turkish participants with ages ranging from 19 to 51. Participants completed a survey with 21 questions and could volunteer to also participate in an interview. The survey asked about biographical data, evaluations of various speakers and ratings of accents of Turkish. Using a matched guise technique in the survey, a Kurdish accented speaker was recorded both in standard and non-standard accented Turkish. To explore possible differences based on age, survey responses were divided into groups with young adults (under 30) and adults. For qualitative data, 13 respondents were interviewed to explore their language ideologies. The results show that the Kurdish accented speaker received the lowest scores among all the speakers in the survey and were perceived negatively in all categories such as pleasantness, correctness and educatedness When the standard accent was attained by the same speaker, the ratings increased. The attainment of the standard accent also effected the identification of the speaker as respondents identified the Kurdish speaker as “Kurdish” when they heard the non-standard and “Turkish” when they heard the standard accent. During the interviews, One nation-one language ideologies which was promoted in the country and the standard language ideologies have been observed.

This study examines differences in well-being between sexual minority and heterosexual college students and identifies factors associated with well-being among sexual minority college students. A secondary analysis of cross-sectional web-based survey data was conducted. Using propensity score matching, 43 sexual minority students were matched to 43 heterosexual students on age, race, sex, and year in school. Sexual minorities had significantly lower well-being scores compared to heterosexual college students. Among sexual minorities, physical activity, depression, thoughts of suicide, and sleep quality were all predictive of well-being. Understanding issues related to well-being among sexual minorities is important and strategies need to be developed to improve well-being.