The purpose of this study was to explore Midwestern Community College (MCC) communication adjunct faculty members’ descriptions of techniques used to prepare for a diverse student population. This research was conducted in order to gain a better understanding of how adjunct faculty members teaching communications courses at MCC understood diversity as it related to their teaching preparations and practices. As an adjunct faculty member at a community college, this study has been enhanced by my own experiences, along with in-depth interviews with other adjunct faculty members from the same institution. Data, interpreted from a Critical Race Theory perspective revealed elements of dysconscious racism and whiteness from some participants. As a result, Culturally Relevant Pedagogy and Inclusive Pedagogy were examined as potential frameworks to guide next-level faculty development programs for adjunct faculty teaching communications courses at a community college. In the absence of such faculty development programs, data did not demonstrate any evolution of preparation strategies as part of the pedagogical practices of adjunct faculty, nor any practices as process of continual improvement for teaching in diverse classrooms. The findings can be used to better understand the complexities of how adjunct faculty understand diversity and how that understanding impacts their teaching preparations and practices. / Department of Educational Studies

Clinical judgment faith bias is a hypothesized tendency for clinicians to make more pathological judgments for clients with socially nonnormative faith than for otherwise identical clients with socially normative faith. To test for clinical judgment faith bias, Dillman’s (2007) Tailored Design method for mail and internet surveys was employed. A random sample of 141 psychologists in clinical practice completed a series of questionnaires measuring clinician religiousness and spirituality, view of faith helpfulness, multicultural awareness and knowledge, and diagnostic and prognostic judgments of a clinical vignette describing a client with Generalized Anxiety Disorder and two manipulated attributes: magnitude of faith (low, moderate, or high) and type of faith (religious or spiritual). Five multivariate multiple regression analyses were conducted, with a series of follow-up multivariate tests. The results of the analyses were not significant. The magnitude of faith in the vignette did not influence the diagnostic or prognostic judgments of clinicians, clinicians did not make significantly different judgments for religious cases than for spiritual cases, and faith magnitude did not interact with faith type. Furthermore, clinician attributes did not appear to affect clinical judgments in any way. Implications are discussed for theory, research and clinical practice. / Department of Counseling Psychology and Guidance Services

The purpose of this study was to explore how living outside of the passport country during the developmental years affected the experiences of adult Third Culture Kids (TCKs). Individual interviews were conducted with 15 adult TCKs who had lived at least one year outside of their passport country prior to age 18 and had returned to their passport country for at least one year. They were asked questions about how their experiences living outside of their passport country affected them. Data analyzed from the interviews generated 13 themes: (a) broader understanding of the world and the differences of people, (b) developing a support system of genuine relationships based on support and understanding, (c) development of an identity that integrates experiences and cultures, (d) feeling misunderstood, isolated, and different, (e) experience resulted in opportunities and skills sets that are not traditional in the passport country, (f) challenges of returning to the passport country, (g) internal struggles in relating to others and developing effective coping skills, (h) ability to negotiate change and a lack of fear of change, (i) difference in understanding of wealth and financial management, (j) view experience as positive and life-changing, (k) challenges in adjusting to a different culture, (l) variation in relationships with family, and (m) desire to travel and be in other places. These themes and their repeating ideas generated a grounded theory about the experiences of TCKs. This theory represents the relationships between the themes and the research questions. The theory consisted of six elements: (a) development of a global perspective, (b) affirmation of the complexity of relationships, (c) struggle to achieve cultural efficacy, (d) confirmation of the value of the experience, (e) challenge of acculturation, and (f) change as a source of achieving equilibrium. Findings from this study demonstrated that the experience of growing up outside of the passport country during the developmental years was perceived as a valuable and beneficial experience that significantly affected the participants. The results also identified challenges of the TCK experience and the influences these had in participants’ lives. Research and practice implications are presented. Results of this study may assist mental health professionals to understand the term TCK and the challenges with which they may present for treatment. / Department of Counseling Psychology and Guidance Services

The main research question of this project asks: what role does Indian classical dance play in the identity formation of second generation Canadian women of South Asian origin as they negotiate their identities as Canadians living in a multicultural country? The research question is analyzed through the theoretical frameworks of both citizenship theory, identity theory, and Bourdieu’s notions of ‘habitus’, ‘field’, and cultural capital. Semi-structured interviews are conducted with dancers of 2 main dance styles (“Kathak” and “Bharatnatyam”) and of various ages over 18. Interviews are also conducted with a dance teacher/creative director and a dance company coordinator. Findings indicate that Indian classical dance influences identity formation in 3 main ways: in the way that the participants embody the dance forms of Kathak and/or Bharatnatyam, in the way they form their identities as individuals, and in the way they form their identities as multicultural Canadians.

South Africa is no longer trapped in an apartheid era and is now perceived as a multinational state, implying that not only the composition of labour forces have changed, but all other institutions have developed into being more representative of all races. Thus whilst the workplace demographics are rapidly changing, more individuals are preparing themselves to enter the workplace. As a result more diverse cultures also prevail within hostels of higher educational institutions. The objectives of this study were to investigate individual preferences in terms of acculturation strategies as utilised by students in hostels of a higher education institution. Another important objective was to understand the effect of acculturation strategies has on the general well-being and health of individuals. In order to achieve these objectives, Berry's bi-directional Acculturation Model, as well as the Interactive Acculturation Model was used. A cross-sectional survey design with an availability sample (N = 245) was used, taken from hostel students of 3 higher education institution in South Africa. The questionnaire consisted of various items on the acculturation scale, as well as a biographical questionnaire. Descriptive statistics, factor analyses, Cronbach alpha coefficients, MANOVAs, Multiple Regression Analysis, and Pearson product-moment correlation coefficients were used to analyse the data. The results pointed out that females preferred Separation or Assimilation, while males preferred Integration as acculturation strategy. Female hostels preferred Separation as acculturation strategy and male hostels preferred Integration as acculturation strategy. Acculturation strategies in terms of race showed that White groups preferred integration and African groups preferred Separation. Regarding the effect that acculturation strategies have on health, males experienced high levels of physical health problems. Recommendations were made for further research. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007

Multiculturalism has emerged to challenge liberalism as an ideological solution in coping with ethnic diversity. Inter–ethnic group contact amongst individuals of different cultures is defined as acculturation. Acculturation is an experience from different cultural encounters between employees and their work environments where organisational socialization is a prerequisite to becoming accustomed to different cultural conditions. Acculturation orientation is related to well–being and involves social identification techniques of a minority group within the workplace. Acculturation thus becomes a factor on which to focus when cultural differences are experienced by employees in an organisation of differing cultural values. For purposes of this particular study, the focus will be placed on integration as a mediating role in the relation between positive acculturation conditions and work outcomes. Intergroup relations and adaptation to host culture will be measured directly as per the responses from participants. For the purpose of this study, a quantitative approach is adopted by using a five point Likert scale questionnaire adapted from the model designed by Arends–Toth and Van de Vijver (2006). Predictors in the adapted model include mainstream multiculturalism factors (norms and practices), tolerance, ethnic integration demands and ethnic vitality and outcomes of acculturation, subjective work success, work commitment and job satisfaction. The results indicated that a workplace culture that promotes ethnic cultural maintenance of people from a diverse background coupled with encouragement to participate in the mainstream by ethnic members at home and at work would contribute to the experience of higher levels of subjective work success (Jackson, van de Vijver & Ali, submitted). Multiculturalism practices and ethnic vitality have indirect and significant effects on psychological and socio cultural acculturation outcomes (job satisfaction and organisational commitment as well as subjective experience of work success), while multicultural norms only have indirect and significant effects on psychological acculturation outcomes (job satisfaction and organisational commitment). / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning. Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism. The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2011

Multilingualism is a reality in South African classrooms. The Constitution of South Africa (Act 108 of 1996) and the national language policy recognize language rights and aims at supporting, promoting and developing the official languages. However, despite the advantages of mother tongue education, English is often chosen as language of learning and teaching at the cost of the African official languages. This study proposes the accommodation and promotion of multilingualism through blended learning. Blended learning refers to the blending of traditional instruction methods, such as face-to-face instruction, with other forms of instruction such as online learning and teaching. Through a discussion of asynchronous and synchronous learning tools it was established that wikis would be used for this study. In terms of blended learning and learning theories the main emphasis in this study is on socio-constructivism as well as communal constructivism. The empirical research in this study focused on the establishment and testing of a conceptual model for the accommodation and promotion of multilingualism through blended learning in the subject IT. The research took the form of a sequential embedded mixed methods design. Both quantitative and qualitative approaches were used. A questionnaire was used with IT teachers to investigate the language and blended learning context. This was followed up with qualitative research in the form of interviews aimed at provincial and national experts in terms of the subject IT and e-learning. Based on the literature and these two investigations, a conceptual model was developed. The conceptual model’s effectiveness was tested through a quasi-experimental study. A questionnaire was also completed by the respondents at the schools after the completion of the study. Through the testing of the effectiveness of the conceptual model it was found that multilingualism could successfully be accommodated and promoted through this conceptual model. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2011

Multiculturalism has emerged to challenge liberalism as an ideological solution in coping with ethnic diversity. Inter–ethnic group contact amongst individuals of different cultures is defined as acculturation. Acculturation is an experience from different cultural encounters between employees and their work environments where organisational socialization is a prerequisite to becoming accustomed to different cultural conditions. Acculturation orientation is related to well–being and involves social identification techniques of a minority group within the workplace. Acculturation thus becomes a factor on which to focus when cultural differences are experienced by employees in an organisation of differing cultural values. For purposes of this particular study, the focus will be placed on integration as a mediating role in the relation between positive acculturation conditions and work outcomes. Intergroup relations and adaptation to host culture will be measured directly as per the responses from participants. For the purpose of this study, a quantitative approach is adopted by using a five point Likert scale questionnaire adapted from the model designed by Arends–Toth and Van de Vijver (2006). Predictors in the adapted model include mainstream multiculturalism factors (norms and practices), tolerance, ethnic integration demands and ethnic vitality and outcomes of acculturation, subjective work success, work commitment and job satisfaction. The results indicated that a workplace culture that promotes ethnic cultural maintenance of people from a diverse background coupled with encouragement to participate in the mainstream by ethnic members at home and at work would contribute to the experience of higher levels of subjective work success (Jackson, van de Vijver & Ali, submitted). Multiculturalism practices and ethnic vitality have indirect and significant effects on psychological and socio cultural acculturation outcomes (job satisfaction and organisational commitment as well as subjective experience of work success), while multicultural norms only have indirect and significant effects on psychological acculturation outcomes (job satisfaction and organisational commitment). / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.

Liberalism is a political philosophy that is “committed in the strongest possible way to individual rights, and, almost as a deduction from this, to a rigorously neutral state” (Walzer 99). It takes its “constitutive morality” to be a “theory of equality that requires official neutrality amongst theories of what is valuable in life” (Dworkin 203). For this reason, some theorists say Liberalism and the idea of environmental sustainability are not in conflict with one another. According to Mike Mills, because the commitment to neutrality means there is “no given set of policies associated” with Liberalism, any outcome is plausible (168). However, through this paper, I will show that the frameworks of Liberal political theory are not neutral because they cannot give due consideration to claims for environmental sustainability. Given these procedural incapacities, true neutral consideration would involve a counterintuitive commitment to fully supporting sustainability, further justification for which could come from a reexamination of the underlying Liberal theory of human nature.