Interest in a multiracial society has increased in recent years and including on racism and prejudice and in the propensity to stereotype out-groups. Theories on racism help explain the dominant group's prejudice toward subordinate groups. Yet they only explain why dominant group members stereotype subordinates or if the dominant group's propensity to stereotype is different from that of subordinate groups. Recent assimilation theories suggest that some minorities are assimilating with Whites but Blacks are not undergoing assimilation. Classic assimilation theory suggests that when a subordinate group assimilates with the dominant group then they will also take on the dominant group's values and beliefs, including their prejudices and propensities to stereotype. The use of racial stereotypes in support of the assimilation of a minority group has not been tested. Results from the LSAF national survey provide support for Asians to be assimilating with Whites. However, Hispanics do not appear to be taking on Whites' propensity to stereotype, contradicting the prediction that Hispanics are assimilating with Whites.

In the Spring and Summer of 1942, the population of West Coast Japanese were rounded up and forcibly moved from their homes to temporary camps and soon after to ten permanent relocation camps in the interior Western United States. This thesis traces the history of one such camp, the Tule Lake Relocation Center. In this thesis I argue that from its inception the Tule Lake Center was unique among the ten camps. The decision to build a permanent center at Tule Lake was based upon the unique potential the area provided for agriculture on a huge scale. The other permanent centers were located in remote inhospitable areas where large scale agricultural operations were impossible. The introduction outlines my key research questions and the methodology used. This section identifies my central theme, agriculture at the Tule Lake Relocation Center, and situates my own research within the existing scholarship on the Japanese-American Relocation. Chapter one is a review of the factors, including racial animosity, and wartime hysteria leading up to the decision to relocate every Japanese individual living on the West Coast. Chapter two discusses the little known history of how and why Tule Lake was chosen for a permanent relocation center. Chapter three documents the commitment of the War Relocation Authority to a massive agricultural project at the Tule Lake Center. Chapter four recounts the tumultuous registration period at Tule Lake. In the winter of 1943, the War Relocation Authority and the War Department combined to administer a loyalty questionnaire to every internee over the age of 17, revealing shocking disloyalty at Tule Lake. Chapter five discusses the decision of the War Relocation Authority to segregate Japanese Americans declared disloyal, and the choice of Tule Lake as the segregation center. Chapter six discusses the events, in particular the tragic accidental death of a farm worker, which led to the end of large scale agriculture at Tule Lake. In conclusion, I assert that War Relocation Authority blunders, including a lack of cultural sensitivity, led directly to the cessation of the agricultural project at Tule Lake Segregation Center.

Indiana University-Purdue University Indianapolis (IUPUI) / The increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.

This study investigates the role of cultural diversity on social wellness in a diverse school setting. It explores the views of learners and teachers on issues pertaining to cultural diversity and social wellness in the school. An integrative lens encompassing Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as the framework to guide the study. The interpretivist paradigm was used because the research method for this study is qualitative in nature. Purposive sampling was used in this study where fifteen participants were selected. The approach used is a case study, with the case being a multicultural primary school in Gauteng Province, South Africa. Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore, permission was granted by the Department of Basic Education and the school’s principal. All participants signed consent and assent letters before data were collected. Learner participants gave their assent to take part in the study after consent had been obtained from their parents and guardians prior to the commencement of data collection. Data collected reflected the participants’ understanding of the need and means to promote social wellness within a culturally diverse school setting. It also suggests that it is possible to make diversity work for, instead of against us as is advocated for by Sheets (2005). The themes that emerged from collected data were: knowing one another as well as each other’s cultures, respect for equality and human dignity, loving kindness and compassion towards everyone, practicing good manners and discipline towards everyone, positive social interaction/desired attitude and also leading by example. These themes form guidelines that can be used in promoting social wellness in the school. / Inclusive Education / M. Ed. (Inclusive Education)

The pillars on which this study is based (stands) could be compared with the observations of Ejiofor (1981: 4), who says the modern-and-African political models have not been sufficiently discovered, developed, and operated in African states. One thinks that the social and political behaviour of African people are in conflict with the present day political structures and institutions. Political and economic actors fail to harness the knowledge, attitudes, and responses with the indigenous values. Own to these reasons the present political dispensations in Africa are misconceived and ill-adapted to their reality. Hence, the call for detailed study of home-grown African values as a means to redress these imbalances has become inevitable. This study is based on Igbo cultural solidarity as a means to address and achieve rural development in Africa. Meanwhile, this study attempts to re-ignite and re-echo ‘people-based’ and understood ‘home-based’ models of achieving rural development as focused on Okigwe-Owerri-Orlu political divisions among the Igbo of South-eastern Nigeria. / Development Studies / M.A. (Development Studies)

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The positioning of Stellenbosch University in a rapidly changing higher education context necessitates transformation, the promotion of diversity, and social integration among all students on campus. Although a vast variety of recruitment and support initiatives are in place to diversify the student population and to enhance student success, it is not sufficient to simply widen access for African, coloured and Indian students to Stellenbosch University. Change with regard to the institutional culture and social climate of the institution also needs to be effected. One intervention aimed at achieving this is the Listening, Living and Learning programme, promoting social change among students. The Listening, Living and Learning (LLL) programme is a senior student housing programme, and a co-curricular living-learning community, and is the first of its kind in South Africa. The students in the LLL houses are ideally a diverse group of students, learning to live together, hosting conversations with guest speakers about the theme of their house and participating in a small project. The initiative aims to develop students as agents of change. Since its establishment in 2008, the outcomes of the LLL programme have not yet been evaluated. This study is embedded in a broader programme evaluation of the LLL initiative and evaluated only one of the programme outcomes: increased levels of interaction among students in a LLL house lead to reduced stereotyping and diminished bias. All the students enrolled in LLL for 2013 (N=99) participated in the study. An applied, quantitative approach was followed. A web-based, electronic survey (Student Attitude Questionnaire) was conducted in a one-group pre-test post-test design that was completed by 79 students. The questionnaire measured tolerance towards five constructs of ‘the other’ – gender, race, language, socio-economic status and nationality. The results indicated for all five constructs – gender, language, race, socio-economic status and nationality – a change in senior students’ stereotypical and discriminatory attitudes, increasing to a more intolerant level from the pre-test to the post-test. The changes were not statistically significant. The deduction can be made that increased levels of interaction among students in a LLL house, over a five-month period, did not lead to reduced stereotyping and diminished bias. The short timespan between measurements and the adjustment, as well as developmental processes of the students, impacted the results. However, valuable information was gathered in terms of students’ interpersonal and intrapersonal development; as well as feedback on the programme content and outcome. This research study contributes, firstly, to a starting point for discussion to allow HEIs to consider learning communities as part of the co-curricular sphere in South Africa. Secondly, the research indicated the vital role learning communities play in students’ in-class and out-of-class development. Thirdly, the study highlights the need for discussion and research on the integration of curricular and co-curricular learning in South Africa, as well as the establishing of partnerships between all role players in student affairs and faculty. / AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch se posisie in die vinnige veranderende konteks van hoër onderwys noodsaak transformasie, bevordering van diversiteit en sosiale integrasie van alle studente op kampus. Al is ’n groot verskeidenheid werwing- en steuninitiatiewe in plek om die studentepopulasie te diversifiseer en studentesukses te bevorder, is dit nie genoeg om slegs toegang na die Universiteit van Stellenbosch vir swart, bruin en Indiër studente te vergemaklik nie. Daar moet ook veranderinge aan die institusionele kultuur en sosiale klimaat van die inrigting teweeggebring word. Een intervensie wat daarop gemik is om dit te bereik deur sosiale verandering onder studente te bevorder, is die Luister-, Leef- en Leerprogram. Die Luister-, Leef- en Leerprogram (LLL) is ’n behuisingsprogram vir senior studente en ’n ko-kurrikulêre leefgemeenskap, die eerste van sy soort in Suid-Afrika. Die studente in die LLL-huise is idealgesproke ’n diverse groep studente wat leer om saam te leef, gasheer speel vir gesprekke oor hulle huis se tema met sprekers van buite en deelneem aan ’n klein projek. Die inisiatief het ten doel om studente as veranderingsagente te ontwikkel. Sedert dit in 2008 begin is, is die uitkomste van die LLL-program nog nie geëvalueer nie. Hierdie studie is gesetel in ’n breër programevaluering van die LLL-initiatief en evalueer slegs een van die program se uitkomste: hoër vlakke van interaksie tussen studente in ’n LLL-huis lei tot die vermindering van stereotipering en bevooroordele. Al die studente wat in 2013 vir LLL ingeskryf is (N=99), het aan die studie deelgeneem. ’n Toegepaste, kwantitatiewe aanslag is gevolg. ’n Webgebaseerde, elektroniese opname (“Student Attitude Questionnaire”) is gemaak volgens ’n eengroep-voortoets-natoets-ontwerp wat deur 79 studente voltooi is. Die vraelys meet verdraagsaamheid teenoor vyf konstruksies van ‘die ander’ – geslag, ras, taal, sosio-ekonomiese status en nasionaliteit. Die resultate dui op ’n verandering in senior studente se stereotiperende en diskriminerende houdings in al vyf konstruksies – geslag, taal, ras, sosio-ekonomiese status en nasionaliteit – met ’n verhoging na ’n meer onverdraagsame vlak vanaf die voortoets na die natoets. Die veranderinge was nie statisties beduidend nie. Die afleiding kan gemaak word dat die verhoogde vlakke van interaksie tussen studente in ’n LLL-huis oor ’n periode van vyf maande nie gelei het tot verminderde stereotipering en bevooroordele nie. Die kort tydperk tussen opnames en die aanpassing sowel as die ontwikkelingsprosesse van die studente het ’n impak op die resultate gemaak. Waardevolle inligting is egter ingesamel oor studente se interpersoonlike en intrapersoonlike ontwikkeling sowel as terugvoer op die program se inhoud en uitkomste. Hierdie navorsingstudie dra eerstens by tot ’n beginpunt vir die bespreking dat inrigtings vir hoër onderwys leergemeenskappe as deel van die ko-kurrikulêre terrein in Suid-Afrika beskou. Tweedens dui die navorsing op die belangrike rol wat leergemeenskappe in studente se binne- en buiteklasontwikkeling speel. Derdens beklemtoon die studie die behoefte aan bespreking en navorsing oor die integrasie van kurrikulêre en ko-kurrikulêre leer in Suid-Afrika, sowel as die behoefte aan vennootskappe tussen alle rolspelers in studentesake en fakulteite.

Devant le manque de ressources économiques et la pauvreté, les « OGM » apparaissent comme un outil visant à contribuer à la croissance économique et alimentaire, notamment dans les pays en voie de développement et sous-développés. Cependant, nous devons nous pencher sur un sujet tout aussi fondamental, à savoir la protection juridique, accordée par la législation tant nationale qu’internationale en lien avec les « connaissances traditionnelles » quand elles sont aux prises avec l’utilisation des OGM. Connaître cette interaction et évaluer ses effets sur la culture est un sujet d’une ampleur considérable à l’heure actuelle, principalement lorsque l’on considère les « savoirs locaux » comme des éléments fondamentaux pour la conservation de la « biodiversité » et le « développement durable ». / Given the lack of economic resources and poverty, « GMOs » would appear to be a useful tool contributing to economic growth and food production, particularly in developing and underdeveloped countries. However, there is an equally important corollary issue we must address, namely the legal protection afforded by legislation both nationally and internationally, to « traditional knowledge » when they are faced with the use of GMOs. Understanding this interaction and its impact on culture is a significant issue at present, especially when one considers the importance of «local knowledge » as an element for the preservation of « biodiversity » and « sustainable development ».

Devant le manque de ressources économiques et la pauvreté, les « OGM » apparaissent comme un outil visant à contribuer à la croissance économique et alimentaire, notamment dans les pays en voie de développement et sous-développés. Cependant, nous devons nous pencher sur un sujet tout aussi fondamental, à savoir la protection juridique, accordée par la législation tant nationale qu’internationale en lien avec les « connaissances traditionnelles » quand elles sont aux prises avec l’utilisation des OGM. Connaître cette interaction et évaluer ses effets sur la culture est un sujet d’une ampleur considérable à l’heure actuelle, principalement lorsque l’on considère les « savoirs locaux » comme des éléments fondamentaux pour la conservation de la « biodiversité » et le « développement durable ». / Given the lack of economic resources and poverty, « GMOs » would appear to be a useful tool contributing to economic growth and food production, particularly in developing and underdeveloped countries. However, there is an equally important corollary issue we must address, namely the legal protection afforded by legislation both nationally and internationally, to « traditional knowledge » when they are faced with the use of GMOs. Understanding this interaction and its impact on culture is a significant issue at present, especially when one considers the importance of «local knowledge » as an element for the preservation of « biodiversity » and « sustainable development ».

This study investigates the role of cultural diversity on social wellness in a diverse school setting. It explores the views of learners and teachers on issues pertaining to cultural diversity and social wellness in the school. An integrative lens encompassing Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as the framework to guide the study. The interpretivist paradigm was used because the research method for this study is qualitative in nature. Purposive sampling was used in this study where fifteen participants were selected. The approach used is a case study, with the case being a multicultural primary school in Gauteng Province, South Africa. Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore, permission was granted by the Department of Basic Education and the school’s principal. All participants signed consent and assent letters before data were collected. Learner participants gave their assent to take part in the study after consent had been obtained from their parents and guardians prior to the commencement of data collection. Data collected reflected the participants’ understanding of the need and means to promote social wellness within a culturally diverse school setting. It also suggests that it is possible to make diversity work for, instead of against us as is advocated for by Sheets (2005). The themes that emerged from collected data were: knowing one another as well as each other’s cultures, respect for equality and human dignity, loving kindness and compassion towards everyone, practicing good manners and discipline towards everyone, positive social interaction/desired attitude and also leading by example. These themes form guidelines that can be used in promoting social wellness in the school. / Inclusive Education / M. Ed. (Inclusive Education)

The pillars on which this study is based (stands) could be compared with the observations of Ejiofor (1981: 4), who says the modern-and-African political models have not been sufficiently discovered, developed, and operated in African states. One thinks that the social and political behaviour of African people are in conflict with the present day political structures and institutions. Political and economic actors fail to harness the knowledge, attitudes, and responses with the indigenous values. Own to these reasons the present political dispensations in Africa are misconceived and ill-adapted to their reality. Hence, the call for detailed study of home-grown African values as a means to redress these imbalances has become inevitable. This study is based on Igbo cultural solidarity as a means to address and achieve rural development in Africa. Meanwhile, this study attempts to re-ignite and re-echo ‘people-based’ and understood ‘home-based’ models of achieving rural development as focused on Okigwe-Owerri-Orlu political divisions among the Igbo of South-eastern Nigeria. / Development Studies / M.A. (Development Studies)