While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher’s perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants’ responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an “attempt” to examine these participants’ experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants’ mentoring experiences were examined. In the second theme, the participants’ recognized mentoring needs were discussed. These included the participants’ need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms.

While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be an effective means of supporting first-year teachers, little research has been done that specifically addresses the first-year, white, female teacher's perceptions of her mentoring needs in teaching students of color. This qualitative research study examined the experiences of eight, first-year, white, female teachers teaching students of color in a large culturally diverse school district in Texas. Data were gathered over a period of 12 weeks. The participants' responses were collected through individual interviews, focused group interviews, and journal responses to five open-ended sentence stems. This research is an "attempt" to examine these participants' experiences because although multiple attempts were made to engage the participants in substantial discussion about their mentoring needs specifically related to being white teachers working with students of color, the participants would not participate at depth in conversations about race or culture. They did, though, discuss some of their mentoring needs, which were consistent with the already existing literature on first-year teachers and their mentoring needs. Three themes however, emerged. They were the context of mentoring, evident mentoring needs, and critical unrecognized mentoring needs. In the context of mentoring, the participants' mentoring experiences were examined. In the second theme, the participants' recognized mentoring needs were discussed. These included the participants' need for support in basic teaching skills and in managing their many emotions during this time. The third theme highlighted the critical and unrecognized needs of these first-year teachers to have an understanding of their own racial identity and how this affects their responsiveness to the cultures of their students. Recommendations were made for policy and practice so that pre-service teachers are fully prepared to think and behave in ways that will meet the needs of a diverse population of learners. These recommendations should be considered by all teachers. Here, I specifically made recommendations that would benefit the population that was the focus of this study, that of white first-year teachers who teach in culturally diverse classrooms.

Public opinion regarding crime-related issues is a challenging matter for researchers and politicians alike. An ill-informed public with regards to crime, punishment and other aspects of the criminal justice system leads to discontent and demands for harsher policies to strengthen public safety. Politicians harness public opinion to secure votes, and this can result in punitive policies that are founded on erroneous beliefs. The objective of this study is to look more deeply into people’s attitudes towards crime and punishment, and to consider why Greek people hold the views that they do and how these views are constructed. A multi-method approach was adopted for the implementation of this study. Quantitative methods were used to map the scope of attitudes towards crime and punishment in Greece. Qualitative methods were then appropriate to analyse and explore how attitudes are constructed and investigate specific factors in more depth. Greek culture was found to be one of the core issues, and in this context the Greek Orthodox faith and the traditional tight Greek family unit indicate that the stronger are the Greek people’s adherence to their traditional religious and family values, the less punitive are their attitudes towards crime and punishment. However, factors such as the media, attitudes towards immigrants and the contemporary political scene were found to cause distorted perceptions, leading to lack of confidence in the Greek criminal justice system.

Por que tantos estudos acadêmicos afirmam a equivalência conceitual entre raça e bruxaria? A dissertação investiga as raízes e conseqüências deste gesto. Procura-se enfocar a maneira em que os dois objetos viram objetos de pesquisa enquanto representações. Uma comparação entre os programas de pesquisa reputadamente opostoscognitivista e sociocultural serve para delinear os pressupostos e limites de tal abordagem. Lançando mão de uma perspectiva pragmatista e fenomenológica, a primeira parte do trabalho revela as dificuldades de um programa representacionalista em dar conta da instância concreta de identificação. Sugere-se que isto é resultado da sua ênfase excessiva na classificação. Fazendo uso das promessas de uma antropologia simétrica, a segunda parte re-examina a insistência da ciência social em `des-naturalizar os objetos através de uma exposição crítica da sua produção. Como uma alternativa ao anti-fetichismo da crítica social, a conclusão propõe uma maneira de tratar a alteridade capaz de oferecer novos objetos de saber e alterar nossa orientação visà-vis eles. O estudo de identidade poderia então ir além dos conceitos de reconhecimento, fronteiras, e exclusão. / Why do so many academic studies affirm the conceptual equivalence of race andwitchcraft? This dissertation investigates both the roots and the consequences of this gesture. It analyzes the way both become objects of knowledge as representations. A comparison between the purported rival research agendas of cognitivism and sociocultural analysis serves to outline the assumptions and limits of this approach. Following a pragmatist and phenomenological premise, the first part of the dissertation reveals the difficulty of a representationalist research program to account for the concrete occurrence of identification. This is, the paper suggests, a result of the formers excessive focus on classification. Taking up the mantle of a symmetric anthropology, the second part reexamines the insistence of social science to denaturalize its objects by the critical exposure of their production. As an alternative to the anti-fetishism of social critique, the conclusion proposes a different manner of engaging alterity, one capable of both offering novel objects of analysis, and altering our orientation toward them. The study of difference and identity might then be able to advance beyond the well-worn concepts of recognition, boundaries, and exclusion.

Por que tantos estudos acadêmicos afirmam a equivalência conceitual entre raça e bruxaria? A dissertação investiga as raízes e conseqüências deste gesto. Procura-se enfocar a maneira em que os dois objetos viram objetos de pesquisa enquanto representações. Uma comparação entre os programas de pesquisa reputadamente opostoscognitivista e sociocultural serve para delinear os pressupostos e limites de tal abordagem. Lançando mão de uma perspectiva pragmatista e fenomenológica, a primeira parte do trabalho revela as dificuldades de um programa representacionalista em dar conta da instância concreta de identificação. Sugere-se que isto é resultado da sua ênfase excessiva na classificação. Fazendo uso das promessas de uma antropologia simétrica, a segunda parte re-examina a insistência da ciência social em `des-naturalizar os objetos através de uma exposição crítica da sua produção. Como uma alternativa ao anti-fetichismo da crítica social, a conclusão propõe uma maneira de tratar a alteridade capaz de oferecer novos objetos de saber e alterar nossa orientação visà-vis eles. O estudo de identidade poderia então ir além dos conceitos de reconhecimento, fronteiras, e exclusão. / Why do so many academic studies affirm the conceptual equivalence of race andwitchcraft? This dissertation investigates both the roots and the consequences of this gesture. It analyzes the way both become objects of knowledge as representations. A comparison between the purported rival research agendas of cognitivism and sociocultural analysis serves to outline the assumptions and limits of this approach. Following a pragmatist and phenomenological premise, the first part of the dissertation reveals the difficulty of a representationalist research program to account for the concrete occurrence of identification. This is, the paper suggests, a result of the formers excessive focus on classification. Taking up the mantle of a symmetric anthropology, the second part reexamines the insistence of social science to denaturalize its objects by the critical exposure of their production. As an alternative to the anti-fetishism of social critique, the conclusion proposes a different manner of engaging alterity, one capable of both offering novel objects of analysis, and altering our orientation toward them. The study of difference and identity might then be able to advance beyond the well-worn concepts of recognition, boundaries, and exclusion.

La littérature indique qu’il y a un problème de surreprésentation de personnes noires dans le système de justice criminelle canadien. Ce problème serait notamment la manifestation d’un racisme systémique anti-NoirEs (RSAN) dont les origines remontent aux époques coloniale, esclavagiste et ségrégationniste du pays. Les Impact of Race and Culture Assessments (IRCAs), des rapports présentenciels spécialisés, sont une initiative émergente visant à faire reconnaître les impacts du RSAN afin de mitiger la peine des justiciables noirs au Canada. Ce mémoire a pour objectif de documenter les discours et pratiques autour de l’utilisation des IRCAs. Plus spécifiquement, il vise à (1) détailler le processus de production des IRCAs et leur présentation au tribunal ; (2) mettre en lumière les avantages et les désavantages d'utilisation des IRCAs et (3) faire état de l’impact des IRCAs sur la pratique judiciaire. L’analyse thématique de données d’entretiens semi-dirigés menés entre 2018 et 2022 auprès de 35 avocats-criminalistes de pratique privée et de service oeuvrant à Toronto a permis de constater que les rapports IRCAs sont bien connus et appréciés des avocats torontois. Toutefois, les résultats suggèrent également qu’il reste de nombreux obstacles à pallier afin de faire reconnaître leur valeur auprès du plus grand nombre, d’harmoniser leur utilisation à l’ensemble du pays et de les rendre accessibles à tous ceux qui en ont besoin. Un doute demeure quant à la véritable portée que peut avoir une telle initiative lorsque l’intention ultime est de réformer un système entier. / Literature shows that there is a problem of over-representation of Black people in the Canadian criminal justice system. Among other factors, this issue is linked to systemic antiblack racism (SABR), the causes of which can be traced back to the country's colonial, slavery and segregationist history. Impact of Race and Culture Assessments (IRCAs) are specialized pre-sentence reports and an emerging initiative aimed at recognizing the impacts of SABR in order to mitigate the punishment of Black offenders, in Canada. This masters aims to document the discourse and practices surrounding the use of IRCAs. More specifically, it aims to (1) detail the process of producing an IRCA and presenting it to the court; (2) highlight the advantages and disadvantages of using IRCAs; and (3) report on the impact of IRCAs on court practice. Thematic data analysis of semi-structured interviews conducted between 2018 and 2022 with 35 private practice and duty criminal lawyers working in Toronto found that IRCAs reports are well known and appreciated by Toronto lawyers. However, the results also suggest that there are still many obstacles to overcome in order to ensure that their value is widely recognized, that their use is harmonized across the country, and that they are accessible to all those who need them. Doubts remain as to the true scope of such an initiative when the ultimate intention is to reform an entire system.

Aim: The existing evidence-base indicates that the experience of being a Black and Minority Ethnic (BME) trainee clinical psychologist is under-researched. The aim of the current study was to capture the broader training experiences of BME trainee clinical psychologists. The impact of potential personal and professional experiences that may arise for BME trainee clinical psychologists may be important for course tutors and clinical supervisors to explore with them in relation to personal and professional development. Thus, it is hoped that the findings of the current study will raise an increased awareness within the clinical psychology training courses, of their needs, perspectives and experiences. Method: A qualitative approach was adopted for this study. Semi-structured interviews were conducted with nine BME trainee clinical psychologists. The accounts were analysed using IPA, which attempts to illuminate the lived experience of a phenomenon for small samples of individuals. Results: The analytic procedure highlighted five main themes which emerged from participants’ accounts: The hardship of not being White, The challenge of negotiating multiple identities, Challenges and dilemmas of highlighting race and culture issues, The versatility that comes with being a BME trainee and Finding connections and safe places. Implications: Current initiatives to attract more applicants from BME groups need to be considered in the context of wider structural experiences of power and difference in relation to race, ethnicity and culture that operate in the training arena. Courses need to explicitly state their commitment to supporting trainees from BME groups with regards to their experiences of difference. Emphasis should be placed on personal and professional development of all trainees and needs to include work on privilege, social disadvantage, and racism. Programmes should also undertake a commitment to training course staff and supervisors in relation to race issues in the context of training.