Diploma thesis is focused on multiculturalism in Netherlands and was inspired by political discussion on cohabitation of minorities and mayor societies in Europe. The issue of assimilation contra diversity acceptation is not anyhow new, but inflection of multiculturalism at European level during the last couple of years re-opened the issue of application the multicultural theory in social affairs. The following text is summarizing new trends in multicultural theory and those are confronted with situation in Netherlands since 2005 mainly in areas of access to national Dutch citizenship, education and labour market conditions. The study shows that there were no significant deviations from multicultural trend in Dutch society.

The ethnic and religious diversity of the population is often associated with worse state building outcomes, including lower levels of taxation. In this dissertation I investigate how diversity hinders state building and how it shapes the patterns of taxation. The dissertation is structured around two main questions. The first question is: What are the mechanisms through which diversity constrains state building? Building on the fact that periods of state building include increases in the amount of taxes levied on the populations follows the second question that concerns the distributional consequences of the increases in the amount of taxes: Which groups bear the increasing fiscal burdens of an expanding state during periods of state building? I argue that diversity impedes state building by increasing the costs of the state’s investment in fiscal capacity. This is because in more diverse places the different ethnic and religious identities of the population make them more illegible to the state’s agents, making it more difficult for the state to acquire knowledge about the population and its economic activities. This illegibility also increases the bargaining power of local intermediaries vis-à-vis the state, which makes investment in fiscal capacity even costlier as these groups often oppose state building. Because it is cheaper to invest in the fiscal capacity of less diverse places, I also argue that the tax burdens of the core/dominant groups in the society, even though they are in power, increase more than the tax burdens of the minorities during periods of state building. I test these arguments in the context of late-nineteenth and early-twentieth century Ottoman Empire. The main empirical evidence relies on statistical analyses of an original dataset based on my archival work in the Ottoman archives in Istanbul. In addition to this, I use other original and secondary datasets, as well as a close reading and qualitative analysis of correspondences among Ottoman bureaucrats in the Ottoman archives. Using the local-level fiscal revenue data, I demonstrate that the increases in fiscal revenues during wartime were lower in more diverse areas in the empire, indicating diversity hinders state building. Using another dataset on the local-level expenses of the state, I find that the state had to invest more in more diverse provinces to be able to extract a unit revenue. This suggests that the costs of investment in fiscal capacity were higher under diversity. In order to provide evidence for the mechanisms I suggest in the argument, I show that the Ottoman State was less successful in successfully completing censuses in more diverse areas, which is consistent with the argument that diverse populations are more illegible to the state. I also utilize a dataset on governor assignments to provide evidence that diversity constrained possible government assignments, potentially decreasing bureaucratic capacity. I complement these quantitative analyses with qualitative analyses of archival documents and evidence from secondary sources. With these findings, I make three main contributions to the literatures on state building, the politics of taxation, and identity politics. First, I demonstrate that diversity impedes state building, and it does so by rendering populations illegible and making investment in fiscal capacity more costly. Hence, I propose and test a new theory that explains why diversity constrains state building, by bringing together insights from the state building and identity politics literatures. Second, I show that because the members of the core/dominant groups are more legible to the state and investment in fiscal capacity is cheaper where they live, they undergo higher tax burdens of the state building processes compared to the minorities. This indicates a distributive outcome that goes contrary to conventional wisdom where the ruling identity group taxes itself rather than other groups. Finally, finding that war can result in stronger states only under sufficient homogeneity of the population, I underline ethnic and religious diversity as factors that might condition the relationship where war leads to stronger states. This offers one possible explanation why the argument in the wider literature that warfare leads to stronger states is often challenged outside Early Modern Europe, where the populations were less diverse.

Demographic inversion- when city neighborhoods gentrify with influxes of more affluent, mostly white, residents while nearby suburbs increasingly see influxes of Families of Color- has been a powerful trend (re)shaping metropolitan area neighborhoods and schools for the past two decades (Ehrenhalt, 2012; Frey, 2018). The New York City (NYC) metropolitan area, where Latinx people make up over a quarter of the population, has provided one of the starkest examples of this trend. While gentrification increased across Latinx neighborhoods in the City, the share of Latinx people living in metropolitan suburbs almost doubled. Yet, despite the growing presence of Latinx communities across NYC’s metropolitan area, and the country, we know surprisingly little about how contemporary Latinx parents decide where to live or send their children to school- decisions that are contributing to broader demographic inversion in metropolitan areas across the country. Informed by existing research in the field, this study utilized a comparative case study (CCS) (Bartlett & Vavrus, 2017) design that relied on interview data from 54 middle-class Latinx parents in the New York City metropolitan area and critical discourse analyses (CDA) of public commentary and documents to expand the public discourse and research on Latinx communities and demographic inversion. More specifically, the study explored how middle-class Latinx parents decided whether to stay in gentrifying neighborhoods or migrate to nearby outer-ring metropolitan suburbs and how their perceived racial identities, class status, and beliefs about the schooling of their children shaped these decisions. In-depth, semi-structured interviews were conducted between Fall 2020 and Spring 2021 via Zoom with 28 parents who recently moved to outer-ring metropolitan suburbs from gentrifying City neighborhoods and 26 parents who still lived in gentrifying City neighborhoods at the time of their interview. Whether parents chose to stay put in gentrifying neighborhoods or leave to nearby suburbs, parents’ decisions about where to live and send their children to school were shaped by the broader context of gentrification and displacement in New York City and the social constraints that explicitly or implicitly informed their daily lives. Parents navigated racialized neighborhood change narratives; negotiated their racial, ethnic and class identities; and prioritized cultural ideologies about community and identity during their decision-making process. Furthermore, parents' experiences with gentrification and the factors they prioritized in the neighborhood and school choice process varied by their racial identities- whether they identified as white Latinx, Latinx/Puerto Rican/Dominican, or Black/Afro Latinx. Their racial identities shaped their understandings of the current costs of gentrification in the City context and whether they prioritized racial diversity in the neighborhood and school selection process in the suburbs. Above all else, however, the middle-class Latinx parents in this study aimed to stay put in the City neighborhoods they grew up in because of asset-based views they held about Latinx communities and yet, because of rising housing costs and cultural displacement, parents either left to the suburbs or stayed in precarious housing situations in the City. The findings from this study have implications for anti-displacement efforts taking place across gentrifying City neighborhoods in the United States, for how we address housing affordability from a regional perspective, and for how schools and local government can build on the asset-based perspectives of community and Latinx identity that echoed throughout parent interviews. Additionally, the varied experiences of Latinx parents in this study along the lines of racial identity and class have important implications for future research on Latinx communities in the United States that is more context-specific and engages with the specific experiences of the Latinx communities in that context to better inform more place-based policy interventions.

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / The post-modem society is described as a society on the move, a phenomenon the anthropologist, (Vigouroux, 2005) describes as 'flows'. These flows are mostly manifested by people moving in and towards countries with better economic prospects. In most African countries there is a large-scale migration from rural to urban areas and a lot of trans-national migration across countries, due to recent socio-economic and socio-political trends. Democracy in South Africa became a powerful drawing card on the African continent for those nations plagued by poverty, unemployment and civil wars and migration to South Africa became increasingly popular. Therefore, democracy in South Africa is also a spatial process, which transcends local and national geographical spaces.

Masters in Fine Art by Research Wits School of Art (Division of Fine Art) January 2016 / The Ugandan diaspora to South Africa is a relatively small community with a short history of country of origin to adoptive country relation prior to its development. The cultural legacy of this community is comparatively dilute. Personal narratives from members of this community describe economic prospects and international aspirations as reasons for migration. These same reasons affect the potential for cultural manifestation. The pageant trope expresses the hyphenated relationship to national pride of Ugandans living in South Africa. The Miss Uganda SA pageant, a pageant developed by and catered to the Ugandan diaspora in South Africa, is a central case study in assessing the consequences of a hyphenated identity. Artists such as Benon Lutaaya and Lilian Nabulime give a visual illustration and develop a discussion about what cultural manifestation of Ugandans living in diaspora’s could potentially look like, and how it is affected by hyphenation

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Historically, school aged students from diverse backgrounds have experienced detrimental effects as a result of school psychologists who fail to consider cultural differences when providing services. The demographics of students in K- 12 schools have increasingly become more diverse which only exacerbates the need for multiculturally competent school psychologists. Research has identified graduate programs as an area to intervene and ensure future school psychologists are receiving training necessary for developing multicultural competence. Within the literature, graduate student attitude towards multiculturalism and program climate have been identified as barriers to developing multicultural competence in graduate students. Therefore, the purpose of the following study was to investigate how these two variables impact school psychology students perceived levels of multicultural competence. Participants (n= 111) included school psychology graduate students from NASP- approved programs. Participants completed the School Psychology Multicultural Competency Scale (SPMCS), Multicultural Environmental Inventory- Revised (MEI-R), and the Munroe Multicultural Attitude Scale Questionnaire (MASQUE) which was used to examine perceived levels of multicultural competence, program climate, and graduate student attitude towards multiculturalism, respectively. Results indicated a significant relationship between program climate, graduate student attitude toward multiculturalism, and perceived levels of multicultural competence. Graduate students who reported positive program climate and positive attitudes towards multiculturalism also reported higher perceived levels of multicultural competence. These findings have implications for school psychology graduate programs as it relates to graduate student training, faculty training, program evaluation, and recruitment and retention of faculty and students.

The study introduced and evaluated the new Dental Providers’ Cross-Cultural KnowledgeTest (DP-CC-KT-50) designed to have utility to: 1) assess dental providers’ and dental students’ cross-cultural knowledge; 2) serve as a brief online e-health intervention for increasing the crosscultural knowledge of dental providers in training or currently in practice; and 3) provide an outline of topics to be covered in a cross-cultural curriculum for use in dental schools and continuing education for providers. Using the new tool, dental providers (N= 155) and dental students (N=337) were found to have a moderate level of knowledge; and, over 96% recommended the tool to others as a brief online e-health intervention, and as an outline providing topics for a cross-cultural curriculum for use in dental schools and continuing education for providers. Findings showed for both dental providers and dental students that the experience of taking the DP-CC-KT-50 with all “True” answers served as a brief online e-health intervention that resulted in: self-ratings for level of knowledge for the topics in the DP-CC-KT- 50 being significantly higher after taking it; self-ratings of self-efficacy for effectively delivering oral health care to diverse patients being significantly higher after taking it; and, a moderate positive impact for (a) being more open to, interested in, or motivated for providing oral health care to diverse patients, (b) having more understanding about the lives, experiences, and external societal influences on diverse patients, (c) having more empathy and compassion for diverse patients, and (d) shifting or changing some of their attitudes and beliefs about diverse patients. The DP-CC-KT-50 emerged as the most up-to-date and comprehensive tool for determining what providers and dental students know about cultural competence and cross-cultural oral health care service delivery with contemporary diverse patients; and for conducting research in this area. The DP-CC-KT-50 is recommended in research with nationally representative samples, and for assessment and research by dental schools as they pursue improvement in dental education. More immediately, the DP-CC-KT-50 is recommended for dissemination as a brief online e-health intervention to improve cross-cultural knowledge and self-efficacy for working with diverse patients—both within and beyond the dental profession.