In this dissertation, I explore the experiences of immigrant (i.e. foreign-born) faculty in the U.S. academy, especially during a trying period of time—Donald Trump’s presidency—when anti-immigrant sentiments and rhetoric have heightened in America. Specifically, I explore how in the Trump era, gender, race, ethnic (national) origin, cultural background, and foreign-born status intersect to shape immigrant faculty’s experiences at the individual, interpersonal, and organizational level, including the privileges they enjoy and/or the penalties they pay based on their multiple social locations and ethnic culture—a group occasionally studied. Finally, I explore how the organizational and departmental culture of diversity enables the faculty to make sense of their overall satisfaction and/or stress at work—rarely considered. Overall, the goal of this study is to understand how different social identities, cultural background, and immigrant status intersect to shape the professional and social standing of a highly skilled group of immigrant professionals in a foreign country and especially in a high-status occupation, such as professorship. Most importantly, this study attempts to understand how structural inequalities are produced and reinforced in the academy that is supposedly a haven for social consciousness and ethical conduct. For the purpose of my study, I conducted 66 in-depth interviews with immigrant faculty, search committee members, administrators (department chairs, interim directors of programs, college deans, and chancellors), and administrative personnel (staff members of Affirmative Action, Equity and Compliance, and Human Resources) at a large public university in the rural Midwest. I also conducted approximately 42 hours of observations in the faculty meetings and class lectures that my immigrant participants attended and delivered respectively. I noted faculty-faculty and faculty-student interactions, including their verbal and non-verbal exchanges. I used an intersectional lens grounded in the theories on tokenism to analyze my findings.Two overarching themes emerged in the data. The first one reveals the stereotypes (negative as well as positive), performance pressures, and professional marginalization my immigrant participants encounter at work. The second one shows that cultural contrasts result in my immigrant participants’ ethnic othering or exoticization at work, as well as heighten boundaries between them and their U.S.-born colleagues and students. These, in turn, affect my participants’ legitimacy, interpersonal communications, productivity, and career growth in the academy. Overall, I conclude that immigrant faculty are cultural tokens—held up against local hegemonic gendered and ethnic norms and racial stereotypes—in the U.S. academy, whose tokenization—scrutiny, performance pressures, and isolation—is shaped by their multiple social locations, cultural background, and the organizational and departmental culture of diversity. Lastly, keeping my study findings in mind, I make recommendations for diversity and inclusion in higher education in order to prevent women and racial and ethnic minorities from becoming tokens at work.

This thesis studies the history of the National Associations of Canadians of Origins in India (NACOI) and its role in helping to shape and impact federal policy relating to immigration reform and multicultural policy in Canada. Ethnic political associations in Canada have a long and extensive history of impacting federal policy. However, the role of NACOI has been underreported when looking into the history of South Asian political advocacy in Canada. The institutionalization of multicultural policy created a framework for ethnic associations to discuss issues that mattered to them. NACOI’s establishment in 1976, five years after multiculturalism became government policy, allowed it to take the helm of these new discussions. Furthermore, NACOI is significant because it represents one of the first attempts to create an organization that aimed to federate all South Asian groups under one umbrella with a solely political goal. This thesis aims to understand whether NACOI was successful in its endeavours to impact federal policy as well as which struggles led to the decline of the organization. Alongside these questions, this thesis also seeks to explore whether NACOI aided in the integration of East Indians in Canada by the mid-1970s to the early 1990s through their efforts as a political advocacy group. Using NACOI’s quarterly publications, published material produced by the group, internal reports, and interviews with some of the founding members of the organization, this thesis also attempts to provide a micro-history of the organization by detailing its formation, growth and eventual dissolution by the early 1990s.

Inledning: Sverige är ett mångkulturellt samhälle. Psykisk ohälsa är vanligare bland utrikes födda. För att kunna möta dessa patienter från andra kulturer på deras villkor finns ett behov av ökad kultur- och omvärldskunskap bland terapeuter. Studier inom ämnesområdet mångkultur och psykoterapi kan bidra med värdefull kunskap som ökar kulturkompetens och kulturell sensibilitet hos såväl terapeuter som tolkar och därmed leder till mer framgångsrik behandling av psykisk ohälsa bland utrikes födda. Frågeställningar: Syftet var att göra en explorativ studie av kulturmöte mellan terapeut och patient i terapirummet, med frågeställningen: Vilka upplevelser har psykologer/psykoterapeuter samt tolkar av mötet mellan svenska psykologer/psykoterapeuter och patienter från persiska och arabiska kulturer i psykoterapi? Metod: Fyra legitimerade psykologer/psykoterapeuter samt fyra auktoriserade tolkar ingick i två fokusgrupper. Data analyserades och tolkades utifrån induktiv tematisk analys. Resultat: De kulturella skillnaderna mellan svenska terapeuter och persiska och arabiska patienter som såväl psykologer/psykoterapeuter som tolkar hade erfarenhet av var: att psykisk ohälsa är stigmatiserat och att söka hjälp kan vara skambelagt; att kön har betydelse; att patienter mer ofta är multitraumatiserade och har andra känslouttryck; att tillit är avgörande; att terapeuter har begränsad kultursensibilitet och att psykoterapi är sammanlänkat med en västerländsk kultur. Diskussion: Resultatet diskuterades utifrån tidigare forskning och teoretikers tankar om mångkultur och psykoterapi – och stämde väl överens med dessa. Den terapeutiska alliansen diskuterades, både dess betydelse och de hinder som identifierades i studien. Förslag på att terapeuten öppet talar om kulturskillnader med patienten; att terapeut och tolk samarbetar och att ha separat ingång/väntrum var exempel på åtgärder som föreslogs för att minska kulturella skillnaders betydelse i psykoterapi. / Introduction: Sweden is a multicultural society. Mental illness is more common among foreign-born. In order to be able to meet these patients from other cultures on their terms, there is a need for increasing cultural and international knowledge among therapists. Studies in the field of multiculturalism and psychotherapy can contribute with valuable knowledge that increases cultural competence and cultural sensitivity of both therapists and interpreters and thus leads to more successful treatment of mental ill health among foreign born. Question formulation: The purpose was to do an explorative study of cultural meeting between therapist and patient in the therapy room, with the question: What experiences do psychologists/psychologists and interpreters of the meeting between Swedish psychologists/psychotherapists and patients from Persian and Arab cultures in psychotherapy Method: The study had a qualitative research approach. Four legitimate psychologists/psychotherapists as well as four authorized interpreters were included in two focus groups. Data were analyzed and interpreted based on inductive thematic analysis. Results: The cultural differences between Swedish therapists and Persian and Arab patients who both psychologists/psychotherapists and interpreters had experience of were: that mental illness is stigmatized and seeking help can be shameful; that gender is important; that patients are more often multi-traumatized and have other emotional expressions; trust is crucial; that therapists have limited cultural awareness and that psychotherapy is linked to a Western culture. Discussion: The results were discussed based on previous research and theorists' thoughts on multiculturalism and psychotherapy - and were in good agreement with these. The therapeutic alliance was discussed, both its significance and the barriers identified in the study. Suggestion that the therapist openly discuss cultural differences with the patient; that the therapist and interpreter cooperate and have separate entrance/waiting rooms were examples of measures that were proposed to reduce the importance of cultural differences in psychotherapy.

Kunskapsöversikten kommer att belysa metoder för inkludering genom att studera hurskolan har bemött och bemöter multikulturalitet. Syftet med uppsatsen är att informeraläsare om vad olika forskare har kommit fram till som medverkar till inkludering. Skolan harvarit exkluderande för människor med utländsk bakgrund, där kulturer som inte följermajoritetssamhället, exempelvis religion, blivit förminskade. Etniskt svenskars tal kringreligion är ofta exotifierande där ´den andra’ uppfattas som annorlunda. Elever medutländsk bakgrund får ofta sin hemkultur felaktigt representerad i skolan, vilket bidrar till ettvi och dom perspektiv.Undersökningen genomfördes med hjälp av olika licentiatuppsatser ochdoktorsavhandlingar samt rapporter som i sin tur bildade en kunskapsöversikt som vi kundedra slutsatser genom. Teorin i det studerade materialet består både av litteraturstudier ochkvalitativa (intervju-) studier av både lärare och elever för att få flera olika perspektiv frånolika positioner inom den svenska skolan.Undersökningens resultat är en diskussion av den informationen som insamlats utifrån olikastudier. I diskussionen reflekterar vi kring vad analysen innebär, vad denna analys har förbetydelse för den dagens och framtidens lärarprofession, vad det finns för brister i dennakunskapsöversikt och hur forskningen kan utvecklas och fortsätta inom forskningsområdet.Slutsatsen blev att lärarutbildningen i allmänhet behöver omorganiseras. Lärare behöverfortbildas för att få kunskap om olika inkluderingsmöjligheter och ramverk för inkluderandetillvägagångssätt. Ett sätt är genom att förstå hur hemkulturer har en stark inverkan på hurindivider bygger sin identitet och att denna identitet måste bli accepterad imajoritetssamhället för att medverka till en inkluderande miljö.

The purpose of this content analysis was to analyze the past 25 years of research in two major social work journals, Social Work and Research on Social Work Practice, to provide a status update on the amount of ethnic-focused research being published within the discipline. This analysis examined trends in ethnic-focused publications, the change across time in percent of focused articles, the top topics studied, per ethnic group, the top funded topics, most and least involved funding agencies, geographical groupings of focused samples, the setting of the samples, measures used, and the percentage of samples based in a clinical versus non-clinical setting. Results showed there has been continued growth and improvement in quality and quantity of minority-focused research in both journals, although there is still room for growth within the discipline towards increased multicultural competence. While the majority of focused research studied African American and Latinos, little attention was given to Asian and Native American populations. Furthermore, while almost twice as many focused articles were funded, compared to non-focused articles, the types of topics being funded are still not as representative of the needs of ethnic minority populations as they could be. While the increase in ethnic focused research over the past 25 years is promising, additional focus within the field is warranted. Suggestions are given to improve the quality and quantity of ethnic-focused research over time.

An increase in English Language Learners (ELLs) in public schools across the nation is forcing stakeholders to reexamine how teachers are being prepared to effectively teach culturally and linguistically diverse students. It is unclear to what extent inservice teachers feel prepared to work with ELLs and what factors impact their feelings of preparedness. The purpose of this study was to examine the relationships between teachers’ self-efficacy for teaching ELLs, general teaching self-efficacy, and multicultural attitudes. The study also explored whether teachers’ self-efficacy for teaching ELLs could be explained by variables that include years of teaching experience, highest degree earned, perception of preparedness for teaching ELLs, and actual preparation for teaching ELLs. Two hundred twenty-three elementary teachers working in the Clark County School District in Las Vegas, Nevada, participated in this study. Data was collected using an online survey, which included two validated surveys, the Teachers’ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) and the Teacher Multicultural Attitude Survey (TMAS; Ponterotto, Baluch, Greig, & Rivera, 1998). A modified version of the TSES was included to measure teachers’ self-efficacy for teaching ELLs. Factor analysis was performed on the modified instrument. Three factors emerged from the factor analysis: self-efficacy in ELL classroom management, self-efficacy in ELL student motivation, and self-efficacy in ELL methods and strategies. Factor analysis, structural equation modeling, and path analysis were used in data analysis. Teachers’ self-efficacy for teaching ELLs and general teaching self-efficacy were found to be strongly correlated. However, multicultural attitude was not found to moderate this correlation. Of the four demographic and background variables, only perception of preparedness for teaching ELLs was found to be a statistically significant predictor. This study highlights important factors that need to be considered when preparing teachers to teach ELLs. The results of this study may help administrators understand how to prepare and support both preservice and inservice teachers to improve the learning outcomes for ELLs and, in turn, close the achievement gap between ELLs and their non-ELL counterparts.

Bakgrund: I denna globaliserade värld påverkar situationer som inträffar på andra platser i världen även oss i Sverige. Dessa förändringar i det svenska samhället kan även påverka skolan som får nya utmaningar. Elevunderlaget har blivit mer heterogent med elever från olika länder vilket kräver nya sätt att lära på. Lärande spelar en central roll i allas utveckling och enligt det sociokulturella perspektivet sker denna utveckling i interaktion med andra människor. Alla människor är viktiga i lärandet och var och en kan utvecklas med stöd av andra som kan lite mer än vad man kan själv, denna utveckling ger upphov till det som Vygotskij kallade för den proximala utvecklingszonen. En plats för formellt och organiserat lärande är skolan, men skolan är också en central plats för barn där de bygger upp relationer med andra barn och vuxna som inte tillhör familjen. I den mångkulturella skolan är dessa kontakter med andra utanför familjen en viktig del för lärandet till exempel för den personliga utvecklingen. Syfte: Studiens syfte var att utifrån elevers perspektiv i en mångkulturell kontext, undersöka elevens erfarenheter av lärande i en mångkulturell skola. 0 Metod: Kvalitativ metod användes i studien och data samlades in genom fem semistrukturerade fokusgruppintervjuer med elever i årkurs fem och sex. Resultatet har analyserats med kvalitativ innehållsanalys. Resultat och slutsatser: Under analysen framkom fyra huvudkategorier; den mångkulturella skolan, lärande, syn på läraren och skolmiljö vilka sammanlagt resulterade i 15 underkategorier. Eleverna anser att det är givande att vistas i en mångkulturell skola och att lärande sker ständig och i interaktion med kompisarna, lärarna och andra vuxna kring dem utanför skolan. Ett komplement för lärandet var digitala medier som blev ett stöd för eleverna i deras lärande både på skolan som i hemmet. / Background: Learning has a central role in everyone's development and according to the sociocultural perspective, this development takes place in interaction with other people. Other people are important so each can develop with the support of others who can little more than themselves, this stimulus gives rise to what Vygotsky called the proximal development zone. The school is a central place for children who, firstly, are a place of learning and, secondly, a place where they build relationships with other children and adults who are not family. In the multicultural school these contacts with others play an important role in learning such as personal development. Purpose: The aim of the study was to investigate student's perspectives of learning in a multicultural context. Method: Qualitative method was used in the study and data was collected through 5 semistructured focus group interviews with students in grade five and six. The results have been analysed with qualitative content analysis. Results and conclusions: The analysis revealed four main categories; the multicultural school, learning and how the students view the teacher which resulted in a total of 15 subcategories. Students consider it rewarding to stay in a multicultural school. That learning takes place constantly in interaction with friends, even that teachers and adults outside school are an important support for their learning. Digital media as support was something that students used in their learning as a complement both at school and at home.

Biculturals are increasingly recognized as an important segment of managers, yet U.S.-based global organizations’ limited knowledge and recognition of this group’s distinctive experiences and related implications within their work environment limit the value placed on bicultural managers’ leadership of multicultural teams and the use of their competencies and skills to improve the effectiveness of multicultural teams. Notwithstanding, traditional leadership models are lacking in diversity and unanswered questions remain regarding the role of multiculturalism in global leadership and team effectiveness. The purpose of this qualitative exploratory multiple case study was to gain deeper understanding of the management experiences of biculturals in U.S.-based global organizations and the implications of their bicultural competencies and skills in leading multicultural teams. This study was framed by 3 concepts: bicultural competence, boundary spanning by bicultural managers, and leadership emergence in multicultural teams. Data were collected from semistructured interviews with 7 participants, reflective field notes, and archival data. Identifiable themes emerged through thematic analysis of the textual data and cross-case synthesis analysis. Five conceptual categories that enclosed a total of 16 themes were identified. The conceptual categories are (a) bicultural competence, (b) boundary spanning, (c) cultural intelligence, (d) global identity, and (e) leading multicultural teams. Findings may drive social change by challenging the status quo in existing formal work structures and promoting diversity in the workplace creating emerging avenues for business growth and building bridges of communication between the business world and society.

Cette thèse se propose d’analyser les processus de représentation de l’identité culturelle britannique en prenant comme objet d’étude une sélection des productions musicales du musicien anglais Damon Albarn. Avec le groupe Blur, Albarn émerge sur la scène britannique dans les années 1990. Le groupe est l’un des fers de lance du mouvement Britpop qui se caractérise par une imagerie et un propos associés à l’identité britannique. Cette dernière est symbolisée par la grande majorité des groupes du mouvement qui sont anglais, blancs, masculins et appartiennent au paradigme pop/rock.Cette thèse s’intéresse à l’évolution des représentations de l’identité dans la musique d’Albarn à partir des années 2000 et jusqu’aux Jeux Olympiques de Londres en 2012, dans un contexte marqué par la remise en cause du modèle multiculturaliste, la poursuite de l’élargissement de l’Union Européenne et le début des discussions sur un référendum portant sur l’éventuelle indépendance de l’Écosse. Cette période se caractérise également par une diversification des genres musicaux abordés dans les projets d’Albarn qui s’éloigne lui-même du discours identitaire exclusif de la Britpop. La thèse propose une analyse critique des productions d’Albarn qui opèrent ce glissement d’une identité Britpop exclusive à une identité inclusive et multiculturelle. Ce faisant, le travail permettra de dégager la spécificité de la musique, conçue comme un espace d’observation et d’élaboration d’une identité culturelle britannique en perpétuelle mutation. / This study analyses representations of British cultural identity in Damon Albarn's music. Albarn became a household name with Blur, an English band that was associated with the Britpop movement in the 1990s. Britpop openly articulated popular music and the question of Britishness which was defined in exclusive terms as most Britpop artists were white, male, guitar-based, English bands.By focusing on Albarn’s various musical projects after the end of Britpop, the aim is to understand how its aesthetics and politics are de-constructed. At the turn of the century, Albarn distanced himself with the exclusive rhetoric of Britpop as he started to express a more inclusive, multicultural understanding of British identity. Through three different case studies, it is contended that Albarn’s understanding of British cultural identity is predicated on specific music genres and their own sets of discourse. The study spans over a period of twelve years marked by a renewed interest in Britishness as the multicultural model in British politics is questioned, new countries join the European Union and more devolution for Scotland is discussed. The last part of the study focuses on Albarn’s involvement in the Cultural Olympiad in 2012 and serves to show how music works as a medium that allows the articulation of contrasted, and at times, contradictory representations of British cultural identity.

Diplomová práce zjišťuje, jak nestátní neziskové organizace zabývající se migranty (NNO) do jeho používání. Do práce byla zahrnuta rovněž perspektiva zástupců státní správy, kteří by dle teorie vzájemné závislosti mohli mít významný vliv na vnímání a používání výrazu multikulturalismus ze strany NNO. Dále se práce věnuje hodnocení spolupráce mezi NNO a v němž navazuje na vybrané diplomové práce z Katedry studií občanské společnosti. Během sběru dat vypukla tzv. uprchlická krize, jejíž možný efekt na zkoumanou problematiku je také součástí práce. Stěžejní část práce tvoří kvalitativní výzkum, který byl den metodou polostrukturovaných rozhovorů a byl doplněn obsahovou analýzou dokumentů NNO a státní správy.