Worker Perceptions of Effectiveness and Minority-Relevant Education as a Function of Worker and Client Ethnicity

This study explores the relationship between perceived effectiveness of services delivered to minority clients, and the usefulness of education in the delivery of services, as reported by two national samples of social workers. This relationship was examined by using a national sample of minority social workers and a national sample of caucasian social workers, randomly selected from the Membership Directory of the National Association of Social Workers. The results indicate a stronger correlation between effectiveness and educational adequacy for the caucasian sample compared to the minority sample. In addition, the strength of the correlations change over the years. The data also suggest that the proportion of minority clients in a workers caseload results in differential perceptions of understanding of client problems and the presence of value conflicts.     

Researching Education and Ethnicity in China: A Critical Review of the Literature between 1990 and 2014

In the past four decades, marketization and modernization in China have led to conflict between economic development and the protection of ethnic minority cultures. In response, a growing number of scholars have focused on issues related to education and ethnicity in China. This article describes and analyzes how these scholars researched education and ethnicity between 1990 and 2014. Six research themes are identified: educational policy, multicultural education, minority cultural heritage in school, ideological-political education, multilingual education, and teachers and teacher education. The final section discusses how education scholars could improve future research on education and ethnicity in China.     

浅析新时期党的民族政策与构建和谐社会

自新中国成立以来,党中央高瞻远瞩,审时度势,把握全局,提出了许多有关民族发展的重要理论。文章主要分析这些理论的重要意义,以及与社会主义和谐社会的关系。     

No Place for Girls? Gender,Ethnicity and Citizenship Education in the Lao People's Democratic Republic

Citizenship education in a national curriculum such as that provided in the Lao People's Democratic Republic is contradictory and problematic. The issue for the majority of Lao people is that the subject virtually excludes the rights or practice of ethnic minority cultures or languages, and assumes an equality for males and females without recognising the prevailing unequal and inequitable situation for girls. This paper discusses the implications for girls and minority groups' participation in the wider society, and asks some more general questions about the broader implications for gender and ethnicity education policy in education.     

Social Mobility,Ethnicity and Sport

This paper considers the extent and possible cultural significance of Afro‐Caribbean male involvement in U.K. sport. An appraisal of the available evidence on ethnic differences in participation, at school and post‐school levels, is undertaken in an attempt to show that not only do members of the group in question seem to place a high value on achievement in sport, but that a growing number may now perceive a sporting career as a potential means of upward social mobility. It is suggested that the apparent orientation of Afro‐Caribbeans towards sport is conditioned by both class and ethnic‐specific factors. The respective influences of the parent culture, school, peer group and mass media are considered, along with the structure of opportunities in both the popular professional sports and the expanding area of recreational sport, in an attempt to assess the causes and consequences of this phenomenon.     

Sport,Ethnicity, and Assimilation

The “melting pot” theory suggests that prolonged interethnic contact leads to the disappearance of ethnic and/or cultural differences in society. Eventually, the argument holds, such contact between minorities and other subcultural groups with the mainstream society leads, first, to the assimilation of, and, then, to the disappearance of, ethnic distinctions. Sport has been perceived as an important mechanism in this process by which ethnic group members could be assimilated into mainstream society. However, recent anthropological work indicates that the melting-pot theory does not hold. Drawing from the works of several social scientists who have analyzed and are currently studying play forms among several ethnic cultures within the United States, this article presents data which challenge the tenability of the melting-pot theory. The data indicate that adopting cultures within the United States transform the nature of typically “American” sport forms to fit their own cultural schema and that the value orientations of the ethnic minority student-athletes reflect the values of their mother culture.     

Ethnicity and Training Marital and Family Therapists

The author reviews ethnicity in the family therapy training literature. She describes an original exercise that teaches counselors in training the significance of ethnicity to family functioning.     

Ethnicity and gender gaps in early childhood

Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests.     

Ethnicity, ethics, and the deaf-world

This article is concerned with ethical aspects of the relations between language minorities using signed languages (called the Deaf-World) and the larger societies that engulf them. The article aims to show that such minorities have the properties of ethnic groups, and that an unsuitable construction of the Deaf-World as a disability group has led to programs of the majority that discourage Deaf children from acquiring the language and culture of the Deaf-World and that aim to reduce the number of Deaf births-programs that are unethical from an ethnic group perspective. Four reasons not to construe the Deaf-World as a disability group are advanced: Deaf people themselves do not believe they have a disability; the disability construction brings with it needless medical and surgical risks for the Deaf child; it also endangers the future of the Deaf-World; finally, the disability construction brings bad solutions to real problems because it is predicated on a misunderstanding.     

中国边疆跨国民族地区外语教育制度思考--以中国西南边疆跨国民族地区为例(中国外语教育制度研究系列之三)

本文分析了东盟国家语言与中国西南边疆跨国民族地区民族语言的关系,结合在中国———东盟架构下中国西南边疆跨国民族地区外语人才的需求特点,指出了现行外语教育制度给当今社会特别是给西南边疆跨国民族地区带来的弊端,最后对外语教育制度提出了改革构想。     

Between Worlds: Poetry,Ethnicity and Class

The world of contemporary poetry can be extremely polarised, most obviously between the so‐called page poets, who are often academically trained in creative writing programmes, and the so‐called stage poets, who are performers as well as poets and, even if they were so inclined, would be hard pressed to find a college or university where they might receive instruction in their chosen art form. This essay investigates how this division is made manifest in the poetry community and how the students of a tremendously diverse, urban community college experience it and are affected by it.     

Ethnicity and education for democracy in Sub-Saharan Africa

This article reviews recent global political changes and describes how they have helped to recreate interest in a democratic agenda in Africa. In the past, two of the major obstacles to democracy in post-independence Africa have been ethnic conflict and the resulting authoritarian political systems. However, there have been exceptions to this and neither authoritarianism nor democracy have become fully institutionalised. If, in the future, democratic political institutions in Africa are going to be sustained by a supportive political culture, then schools will have to consciously educate for democracy rather than support authoritarianism as they tend to do at the moment. In particular they will need to educate for ethnic tolerance and mutual respect and this will require changes both in classroom and whole school organisation.     

Mathematics Attribution Differences by Ethnicity and Socioeconomics Status

The differences in attributions for success and failure in mathematics between African American and White students and between students from low and higher socioeconomic status (SES) were examined. Two hundred sixty-four 7th-grade students from 5 schools in a midsize urban school district were surveyed to analyze attribution differences. Then, a stratified purposeful sample of 12 focus students, representing different ethnicity and economic combinations, were selected for follow-up interviews. Results indicated that students from all groups provided similar ratings on 5 attributions related to mathematics success-with effort rated more highly than ability, luck, task difficulty, or rapport with teacher. Notwithstanding this high rating for effort, other differences were found. Ability was rated significantly higher by Whites than by African Americans in relation to mathematics success. African Americans attributed their mathematics success significantly more to rapport with teachers than did Whites. Similar results were found for low versus higher SES students. Further, higher SES students attributed success significantly more to effort than did low SES students. Failure in mathematics was most commonly attributed to a lack of effort.     

Ethnicity,social class,and perception of hyperactivity

This paper examines the relationship between ethnicity and hyperactivity, an area largely neglected in research on hyperactivity. The assumption that hyperactivity is uniformly distributed across ethnic groups is challenged, based on a large (N = 1719) sample of white, black, and Mexican-American elementary school children. The Abbreviated Conners Teacher Rating Scale was used to identify the hyperactive group. Two important findings emerged. First, the 15% overall incidence rate is substantially higher than previously reported in the literature for large samples. Second, in those schools with nonwhite majorities, teachers rated black children as significantly more often hyperactive and Mexican-American children as significantly less often hyperactive than would be expected, based on their representation in the general student body. These findings are interpreted from a sociological perspective.     

羌浑族群关系考辨

羌人和吐谷浑是西北史上两个重要的古代族群，关于浑、羌族群关系曾有“羌化浑”及“形成新族群”的两个不同的结论。本结合现有史资料详细地考察了羌、浑族群互动、社会结构同化、族群权力分布、族群意识、族群身份认同等状况，得出了羌、浑族群关系处于互化状态的结论。