Threat and Prejudice against Syrian Refugees in Canada: Assessing the Moderating Effects of Multiculturalism,Interculturalism, and Assimilation

A survey experiment (N = 529) was used to test the moderating effects of intergroup ideologies (assimilation, multiculturalism, and interculturalism) on the relationship between social dominance orientation (SDO) and expressions of prejudice under conditions of intergroup threat. Moderated multiple regression analyses suggest a multicultural integration frame moderates the relationship between SDO and feelings toward Syrian refugees in Canada when the target outgroup is portrayed as a source of intergroup threat. This moderating effect was unique to the relationship between SDO and feelings toward Syrians and did not extend to other correlates of prejudice including beliefs in zero-sum group competition or a multicultural ideology, nor did it extend to more general measures of prejudice (i.e., attitudes toward immigrants or evaluations of intercultural contact). Findings suggest the prejudice-reducing effects of a multicultural integration narrative affect group evaluations and functions by targeting beliefs in social dominance, rather than zero-sum group competition or ideological support for cultural diversity. The results offer insights into the prejudice-reducing potential for two alternative integration narratives that are institutionalized in Canada.     

Bridging (Identification) divides: Ethnic minority endorsement of new diversity ideologies

In culturally diverse societies, ethnic minorities are faced with the challenge of negotiating between their national and ethnic identification. Diversity ideologies address this challenge in different ways, by prioritizing national identification in the case of assimilation, and ethnic identification in the case of multiculturalism. However, existing research has highlighted the risks and drawbacks of both ideologies, presenting polyculturalism and interculturalism as new alternatives which construe identities as more complex, dynamic, and interconnected between groups. Given that little is known about these ideologies from the minority perspective, the present study investigated their endorsement among ethnic minorities, as well as associations with their ethnic and national identification in the USA. Results show that, in general, pro-diversity ideologies (multiculturalism, interculturalism, and polyculturalism) are all supported by ethnic minorities, in contrast to assimilation. Moreover, ethnic identification is associated with support for multiculturalism, national identification is associated with support for assimilation, and both are associated with polyculturalism. For interculturalism, associations with ethnic and national identification depend on its subcomponents, which seem to address and bring together the other three ideologies. Interculturalism may therefore be a promising way forward to minimize the risks of assimilation, multiculturalism, and polyculturalism, while also maximizing their benefits to minorities and societies at large.     

Which intercultural competences for teachers,educators, and social workers? A literature review

Europe seems to be going through a historical period characterized by the fear of otherness, conceived as an attack on the positive values of liberal society. This fear manifests itself, according to several researchers, through neo-assimilationist tendencies in public policies in many European nations: an example of this trend can be considered the reintroduction of the language and knowledge requirements of the country for new immigrants as a prerequisite for obtaining permanent residence and citizenship.At the same time, in both academic and public debates, the tendency is spreading to affirm that it is necessary to overcome the multicultural approach in favour of a new paradigm capable of dealing with the complexities typical of the superdiversity that characterizes European nations: the interculturalism. This trend is in contrast to the thinking of several researchers who believe that the theoretical principles and the practical aims, which are at the basis of multiculturalism and interculturalism are complementary to each other. Multiculturalism tends to focus more on the level of public discourse and political debate while interculturalism is aimed more at more meso and micro-level. It is believed that teachers, social workers and educators play a fundamental role in making the members of the majority of a State more open to comparison and exchange with subjects coming from other historical and geographical contexts. The purpose of this review is to identify the intercultural competencies that these professionals should have to counter the fear and closure towards diversity, which is constantly increasing in European societies.     

Moving towards social inclusion: Manager and staff perspectives on an award winning community sport and recreation program for immigrants

This case study examined manager and staff perspectives on their local sport and recreation department's role, organizational practices, and challenges faced when developing and sustaining a wellness program for immigrants that received a program excellence award from a provincial recreation association in Canada. Data were collected through a document analysis and interviews with all 10 staff and managers involved in the development and implementation of the newcomer wellness program, an integrated intervention with a physical activity and sport component. The findings revealed that the recreation department largely adopted an assimilation role where newcomers were expected to fit into existing programs and the implications of this are discussed. Managers and staff pointed to four key organizational practices that fostered newcomer inclusion including: having multiple staff champions, using a leisure access counselling approach, developing community partnerships and outreach, and implementing culturally sensitive marketing. Challenges encountered were reducing multiple barriers to program participation, uncertainty about interculturalism, managing partnerships, and a reliance on short-term funding that threatened the sustainability of the program. We extend a theoretical framework on the organizational dimension of social inclusion, suggest ideas for future research, and discuss implications for community sport and recreation practitioners.     

A critical review of multiculturalism and interculturalism as integration frameworks: The case of Canada

Pluralist societies face challenges developing diversity-related policies to integrate newcomers and facilitate harmonious relationships between ethnocultural minorities and majorities. The integration policies that governments implement have significant implications for intergroup relations in diverse societies. The current paper (i) discusses the characteristics of two integration policies, multiculturalism and interculturalism; (ii) examines how these integration policies have been studied within the psychological literature; and (iii) explores the policy implications of these concepts for intergroup relations research and psychosocial adaptation of immigrants. In addressing the above points, we have paid specific attention to multiculturalism in Canada and interculturalism in Europe and in Quebec, the French speaking region of Canada, which highlight the developing role pluralist integration strategies are playing in the social and policy debates surrounding integration, inclusion, and social cohesion.     

Successful components of school improvement in culturally diverse schools

Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors’ perceptions of the successful components of school improvement in culturally diverse schools. For the purposes of this research, we used the Cypriot education system as our case study to carry out observations and interviews with head teachers, teachers, immigrant and native students, and their parents. In identifying the inputs for the improvement of culturally diverse schools, as perceived by school actors, various components emerged, including listening to student voice, socioemotional and culturally responsive teaching, and increased parental involvement. Arguably, these contributing factors bear implications for school-based leadership, building successful professional communities, and enhancing intercultural competence in schools.