Dissertations / Theses on the topic 'Cultural equity'
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Early, G. P., and n/a. "Cultural policy in Australia : equity or elitism?" University of Canberra. Administrative Studies, 1986. http://erl.canberra.edu.au./public/adt-AUC20060706.163824.
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McAlister, Seraphina. "Working Within a Public Health Frame: Toward Health Equity Through Cultural Safety." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24282.
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This study explored how public health nurses (PHNs) work to address health inequities. Cultural safety was used as a theoretical lens. Methods for interpretive description were relied on for data collection and analysis. Data sources included interviews with 14 staff from an urban public health unit and document review of three policies.
Two themes emerged: building relationships and working within a frame. Building relationships involved: delivering the message, taking the time, being present, the right nurse and learning from communities. The public health frame influenced the capacity of PHNs to address health inequities through: culture and stereotypes, public health standards, setting priorities, inclusion of priority populations, responding to change and (re)action through reorganization. Discursive formations of priority populations, and partnership and collaboration, were revealed. Findings highlighted downstream public health approaches to addressing health inequities. Importantly, embedding cultural safety as a framework for public health practice can guide upstream action.
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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.
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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged.
My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education.
The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.
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McIntyre, Lindsa C. "The Role of District Leaders in Improving Achievement and Equity: How District Leaders Maintain a Focus on Equity." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106936.
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Thesis advisor: Vincent ChoDistrict leaders are under tremendous pressure to narrow disparities in achievement in an effort to close the achievement gap without tremendous guidance from policy makers, researchers or literature. Rorrer, Skrla, and Scheurich (2008) proposed a theory that district leaders enact four essential roles when engaging in systemic reform that improves achievement and equity: (1) providing instructional leadership which consists of building capacity and generating will, (2) reorienting the organization, (3) establishing policy coherence, and (4) maintaining an equity focus. This research examined the essential role of maintaining a focus on equity as a complex multiple construct. This qualitative case study explored how leaders in a Massachusetts public school district that made gains in improving achievement, attempted to maintain a focus on equity when enacting the role of instructional leadership. Drawing upon semi-structured interviews and a review of documents, this study concluded that leaders enacted the role to varying degrees in some ways that were consistent with Rorrer, et al. (2008). Data revealed that leaders attempted to address inequities through responsive leadership practices that connected with their notion of equity as it related to language, special needs, emotional wellness and poverty. Recommendations include how leaders can enact the role in a more informed, intentional, and deliberate manner through the development of Culturally Responsive Instructional Leadership
Thesis (EdD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Layte, Richard. "Gendered equity? : The material and cultural determinants of the domestic division of labour." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321582.
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Borrup, Tom. "Creativity in Urban Placemaking: Horizontal Networks and Social Equity in Three Cultural Districts." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1444733569.
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Thomas, Ashley Nicole. "Patient Experience of Cultural Competency in a Hospital Setting." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505183/.
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Anthropological research conducted in a local Texas hospital provides data to analyze cultural competency. Increasing health equity is a key aspect of cultural competency literature, hospital, and national goals. Examining the local context allows for the analysis of how one hospital can affect public health in the area by using patient-centered care. Using observational and interview data to create the ideal of the patient journey shows how patient families experience cultural competency. Overall, the patient families felt they experienced culturally competent healthcare, however from the hospital structure perspective there could more goals to attain.
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Bacevičiūtė, Rasa. "Prekės ženklo vertė vartotojui: tarpkultūrinis aspektas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20140626_184726-25179.
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Prekės ženklo vertės vartotojui kūrimo procesas tarptautinėje terpėje yra sudėtingas, tačiau šiuo atveju svarbiausia įvertinti egzistuojančius kultūrinius skirtumus. Literatūroje pasigendama nuoseklaus teorinio kultūrinių veiksnių įtakos prekės ženklo vertės vartotojui kūrime, pagrindimo. Vartojimo kultūriniai ypatumai skatina ieškoti naujų metodų, skirtų vartotojų prioritetams tirti. Dėl to ne visuomet prekės ženklo vertė vartotojui suvokiama taip, kaip tikisi ją kuriantys marketingo specialsitai. Darbo tikslas – atlikus teorines prekės ženklo vertės vartotojui tarpkultūriniu aspektu studijas, parengti kultūros ir prekės ženklo vertės dimensijų sąsajų modelį bei patikrinti jį empiriškai. Darbo tikslui pasiekti keliami uždaviniai: 1.Išanalizuoti prekės ženklo vertės vartotojui tarpkultūriniu aspektu problematikos teorinį reikšmingumą. 2.Pateikti prekės ženklo vertės vartotojui sampratą ir jos dedamąsias. 3.Identifikuoti tarptautinio prekės ženklo vertę lemiančius veiksnius. 4.Aptarti šalių kultūrų svarbą prekės ženklo vertei vartotojui. 5.Sukurti kultūros ir prekės ženklo vertės dimensijų sąsajų modelį. 6.Atlikti empirinį tyrimą pagal teorinėje dalyje parengtą modelį. Darbo rezultatai: -Teoriniu požiūriu išanalizuota ir susisteminta mokslinė literatūra apie prekės ženklo vertę vartotojui ir jos dedamąsias, prekės ženklo vertės kūrimo ypatumus tarptautiniu mastu, kultūrinių veiksnių įtaką prekės ženklo vertei vartotojui, apibrėžiama šalių kultūrų bei kultūrinių vertybių svarba... [toliau žr. visą tekstą]This master work examines consumer – based brand equity in cross – cultural aspect. Objective of master’s work is to execute theoretical studies of consumer – based brand equity in cross – cultural aspect and to check these studies empirically. The master work consist of three main parts. The first part of the master work includes theoretical analysis of a brand, consumer – based brand equity, the main factors of international branding and branding in different cultures, cultural differences and models of cultural dimensions. The second part of the master work includes theoretical approach of cross-cultural factors, which influence consumer - based brand equity and, according to empirical studies, conducted on consumer – based brand equity and cultural values, constructed theoretical brand value and culture chain based model. The third part of the master work consists of methodical rules and the empirical research, the purpose, task and the suggestions of the research; result analysis of the qualitative and quantitative data results; generalization of the research results, giving suggestions and recommendation. This master work presents theoretical and empirical researches results and recommendations. There are used 11 tables, 37 pictures and 5 additions in order to illustrate the theoretical and empirical results in master work. There are used 75 sources of scientific literature in Lithuanian and English in master work.
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Han, Sung Ho. "A cross cultural study of consumer-based global brand equity in the restaurant industry." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/e5c59c0f-3f62-497f-b839-8fbad0549358/1/.
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Consumers in contemporary society are increasingly exposed to global restaurant brands. As a result, global brand equity of restaurants has emerged as an essential subject of study. Although building brand equity ensures economic benefits, only a limited number of empirical studies are available in the context of the restaurant industry. More importantly, despite differences in the concepts and measurements of global and local brand equity, a great deal of research seems to have used the two interchangeably. In order to distinguish between the two, this study proposes a research model that compares consumers‘ value judgments across two cultures, and that includes cultural values as an independent variable. The mediating variable, Consumer-Based Global Brand Equity is examined from consumer-based and global perspectives. Brand loyalty, which is an outcome of Consumer-Based Global Brand Equity within the restaurant industry, is treated as a dependent variable. Additionally, the research model proposes brand reputation as a dependent variable that plays an important role in determining Consumer-Based Global Brand Equity. The specific objectives of the present research are as follows. First, to conduct a critical review of the literature on the antecedents and consequences of Consumer- Based Global Brand Equity. Second, to develop a theoretical model to conceptualise the relationship between antecedents and consequences of Consumer-Based Global Brand Equity for restaurant brands across two cultures: British and South Korean. Third, to assess the validity and reliability of the measurement scales for assessing Consumer-Based Global Brand Equity, cultural values and brand loyalty across two cultures. Finally, to examine the mediating role of Consumer-Based Global Brand Equity between cultural values and brand loyalty in the restaurant industry. To test this model, data is collected from consumers belonging to two different cultures: British and South Korean. This study employs a mixture of quantitative and qualitative research methods to capture the breadth and depth of the complex mindsets of consumers. A survey is conducted with British and South Korean native respondents and the data is analysed using SPSS. Prior to the survey interviews are used as a qualitative tool to obtain insight into consumers‘ views regarding global restaurant brands. Through the survey and analyses, several important findings of this research are found. Firstly, validity and reliability of cultural values – Collectivism, Masculinity, Uncertainty Avoidance, Power Distance, Long-Term Orientation and Materialism – are confirmed. Secondly, the Consumer-Based Global Brand Equity scale is also found to be valid and reliable: Brand Trust, Perceived Quality, Self-Congruence, Brand Awareness, Brand Association, and Brand Identification. Compared to previous research, the inclusion of cultural values and the other brand equity dimensions in this study enables a more thorough investigation of the concept of global brand equity. Moreover, the improved dimensions help in accurately measuring the consumers‘ perceptions of a global brand. The results of this study partially confirm the relationships between the dimensions of cultural values and Consumer- Based Global Brand Equity. Furthermore, the results show that Consumer-Based Global Brand Equity partially has a positive effect on brand reputation and brand loyalty. These results not only contribute to the development of a new research model on Consumer-Based Global Brand Equity but also have practical and managerial implications for the restaurant managers. The study also makes a significant contribution to the measurement of Consumer-Based Global Brand Equity in the restaurant industry and explores the relationship between the antecedents (cultural values) and the consequences (brand reputation and brand loyalty) of Consumer- Based Global Brand Equity. The comparison of cross-cultural data offers insights into efficient strategies that can be used to enforce brand reputation and secure brand loyalty in the global restaurant industry. Future studies can build on this model through application to different cultural populations.
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van, der Linde Sander. "Cultivating the Cultural Brands : Gävle Teater and Gävle Konserthuset in Sweden." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19928.
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Abstract Purpose – The aim of this study is to gain a deeper understanding on how brand equity for non-profit entertainment-based service firms in the cultural sector can be cultivated. Design/approach/methodology – An existing model to cultivate brand equity in commercial service firms is utilised to assess the applicability on specific non-profit firms. Furthermore, five interviews have been held to investigate the case companies’ practises and a survey has been taken to measure the perceptions from the visitors/customers’ point of view, which is referred to as a triangulation method. Findings – The findings show that brand equity can be cultivated by the means of the tested model, though, the popularity and famousness of a particular artist temporarily transfers its brand equity to the particular cultural institution wherefore the brand awareness is boosted significantly and brand meaning becomes more elucidated. As a result, entertainment-based cultural (non-profit) firms need to guarantee high quality experiences in which both the service and performance are amalgamated. Furthermore, companies must adapt to the rapid changing advertisement methods to reach (new) visitors. Thereby, a new model has been developed based on the study outcomes, which includes a new factor that influences the cultivation of brand equity in the specified sector and firms. The added factor in the developed model is “Programme Brand Equity” and exerts its influence on the original factors. Limitations and further research – Limitations are that the findings from these particular firms may not be found in other similar firms, which is a typical implication of every case study. Furthermore, this research is first in this topic wherefore supplementary literature is obligatory. Consequently, the findings of this research may have substantial abnormalities from practise. The developed model should be tested for generalisation of outcomes. Originality/value – This study links brand equity cultivation methods to entertainment-based cultural non-profit service firms and is first on this topic hence suggestions for further enlightenment are provided since it brings implications along. Key words – Brand equity, Word-of-Mouth/WOM, Brand Meaning, Brand Awareness.none
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Ye, Lei. "The impact of gender effects on consumers' perceptions of brand equity: A cross-cultural investigation." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9007/.
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Despite a long-standing tradition to view gender as a unitary theoretical construct, there is an increasing approbation afforded to gender identity as a multifarious construct. Over and above physiological characteristics, gender identity is a psychological and a social construct. More than simply a biological classification, both gender and gender identity have been explored as portentous moderators of consumers' cognitive and emotive states, brand attributions and shopping behaviors. How might gender differences be manifested in building and sustaining brand relationships? This is the seminal question addressed in the present research. The overarching objective of this research is to address how the broadened conceptualization of gender impacts customer-based brand equity across U.S. and Chinese consumers. The focal populations of interest are related to markedly different levels of brand penetration in each a post-developed and transitional market setting. Furthermore, it provides a platform for investigating how gender identities may differ across two of the largest consumer buying groups in the global marketplace. Toward this goal, this research explores the multidimensionality of gender as a construct, and then empirically investigates how an extended view of gender may or may not impact consumer-based brand equity. Based on an integration of extant theories in gender identity and self-congruity, this study proposes a research framework to investigate the relationship among gender identity, brand connections, and consumer-based brand equity. An online survey was conducted to collect consumer panel data in the U.S. and China respectively. Results from regression analysis and path analysis suggest that physiological gender alone cannot adequately explain consumers' brand perceptions. The empirical analysis offers further support for including three unique gender related constructs (physiological gender, psychological gender traits, and gender role attitudes) to understand gender-related consumer behavior. The results also indicate that brand connections serve as important intermediate steps to understand the relationship between gender identity and consumer-based brand equity.
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Ye, Lei Pelton Lou E. "The impact of gender effects on consumers' perceptions of brand equity a cross-cultural investigation /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9007.
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Perry, Susan White. "Social Equity for the Long Haul: Preparing Culturally Competent Public Administrators." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29767.
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Each year, over 6,000 students complete Master of Public Administration (MPA) degrees in over 200 university accredited programs. Many of these graduates commit to a career in the public service in one of thousands of public sector organizations at all levels of government or in the non-profit sector. Are students qualified to work successfully with multiple "publics" and to work towards achieving the goals of social equity? The core curricula of 123 National Association of School's of Public Affairs and Administration (NASPAA) accredited MPA programs were examined and the analysis focused on the following question: To what extent do NASPAA accredited programs provide cultural competency training to MPA students through their curricula? This dissertation assesses the current state of the field and recommends cultural competency standards to be adopted by public administration programs.Ph. D.
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Fetherolf, Raylin. "The Effects of National Culture on Stock Return Comovement in European Equity Markets." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors160687215859392.
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Babb, Katie A. "Cultural Competency of District Leaders: The Influence on Campus Leaders." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707256/.
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The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.
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Chavez-Haroldson, Maria Teresa. "LatinX Diversity Officers in Higher Education: Capacitating Cultural Values as Champions of Equity, Diversity, and Inclusion." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1583658860303437.
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Veerman, Nora. "Fashioning Cultural Equity : A study of the materials, practices, products and consumers of fashion company Afriek." Thesis, Stockholms universitet, Modevetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-170349.
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In today’s globalising world, cultural differences are often exacerbated and exploited for commercial purposes. Recently, various transnational fashion companies have arisen that aim to soothe such cultural tensions, establishing cross-cultural dialogue through the production of fashion. This thesis explores how one of such companies, Afriek, may bridge cultural differences through the production of garments made of African kitenge cloth, in a crosscultural collaboration between The Netherlands and Rwanda. In this study, the company is regarded not as a homogenous, profit-directed entity, but as a complex network of mutually affective human and non-human actors. Through a material culture study of kitenge and ethnographic interviews with Afriek’s team and consumers, their encounters and interactions are located. These are analysed with Homi Bhabha’s concepts of Third Space and cultural hybridity, concepts that challenge cultural binaries. In a transnational and cross-cultural journey past Afriek’s materials, practices, products and consumers, this thesis positions Afriek as a company that productively and affirmatively engages with existing cultural diversity through fashion.
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Anderson, Kelley Christine. "Investigating aspects of diversity, equity, and inclusion, adaptive management, and evaluation in environmental education." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103472.
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This dissertation investigates aspects of diversity, equity, and inclusion, adaptive management, and evaluation in environmental education (EE), and is composed of and introduction, three stand-alone manuscripts (Chapters 2-4), and a conclusion. The introduction gives a brief overview of EE and explains why the topics of study included in this dissertation are important to address. In Chapter 2, we used pre-experience student surveys to understand how preparation, adult support, and students' racial identities influence student attendance to a residential environmental education program. Chapter 3 identifies areas and approaches for improving evaluation processes in EE and practitioner satisfaction with those processes. We collected these data using an online survey promoted on social media and emailed to EE practitioners involved in the North American Association for Environmental Education and the Association of Nature Center Administrators. Chapter 4 outlines a culturally responsive evaluation framework for use in EE. The results of these studies show there is far more to be done in the field of EE to create a welcoming and inclusive space for all audiences, to promote the use of evaluation as a tool for continuous learning and improvement, and to ensure evaluations are valid for and reflective of the culture of program participants. The conclusion discusses the two prevalent themes embedded in these manuscripts, namely diversity, equity and inclusion, and evaluation in EE, and ends with a reflection on my time here as a Ph.D. student and where I see my career path heading. This dissertation is meant to provide ideas and suggestions to environmental education practitioners that they can implement in hopes of improving EE and evaluation to meet the needs of all audiences and to address global environmental challenges.Doctor of Philosophy
To work collaboratively and find solutions to the sustainability challenges and social justice issues we face as a society requires new generations to obtain a wide range of knowledge, skills, and motivations. Environmental education (EE) has been shown to equip students with these necessary skills, including increasing knowledge and awareness about environmental issues, enhancing or changing attitudes as they relate to the environment, promoting environmentally responsible behaviors, and building critical thinking, leadership, and collaboration skills. There is a growing recognition that the field of EE must continually adjust and improve its programming to meet the needs of all audiences and to remain relevant for our ever-changing world. The foundations of EE stem from White, Eurocentric values and world views, which can perpetuate inequities in program attendance, participation, and impact between Black, Indigenous, and People of Color (BIPOC) and White people. The research included in this dissertation investigates aspects of diversity, equity, and inclusion, adaptive management, and evaluation in EE. Results show there is far more to be done in the field of EE to create a welcoming and inclusive space for all audiences, to promote the use of evaluation as a tool for continuous learning and improvement, and to ensure evaluations are valid for and reflective of the culture of program participants. The conclusion of this dissertation discusses two prevalent themes embedded in these manuscripts, namely diversity, equity and inclusion, and evaluation in EE, and ends with a reflection on my time here as a Ph.D. student and where I see my career path heading. This dissertation is meant to provide ideas and suggestions to environmental education practitioners that they can implement in hopes of improving EE and evaluation to meet the needs of all audiences and to address global environmental and social challenges.
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Byrd, Rebekah J., and K. Emelianchik. "Gender and Cultural Differences Among Adolescents Self-Injurious Behavior." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2601.
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Research has focused on adolescent white females indicating self-injury may be more prevalent among female Caucasian individuals. This presentation will present data from a current study that indicates males and other ethnic groups are engaged in self-injury, in differing ways than are being studied. Future research, clinical practice, and supervision needs to understand the importance of a broader holistic approach to conceptualize and treat self-injury.
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Kelly, Elizabeth. "Socially Just Principals' Pursuit of Cultural Proficiency." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157538/.
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The purpose of this research was to explore how the personal and professional experiences of school leaders strengthened or hindered their ability to engage in social justice leadership to advance educational equity and encourage culturally proficient practices in their schools. I employed a descriptive multi-case study and the research was viewed through a conceptual framework that included social justice, equity, and the five elements of cultural proficiency. Five principals from three different school districts were selected as participants. They represented elementary, middle and high schools. Interviews consisted of semi-structured face to face interviews with each principal participant and one focus group interview with five participants. Each participant also provided a cultural autobiography. Findings revealed while principals may care deeply about providing equitable opportunities for students, the interest does not supplement knowledge, skills, experience, and support. The information gained from this study can inform the practice of school leaders, and the way in which districts and programs of educational leadership prepare school leaders to serve and address the needs of all students as public schools become more culturally diverse.
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Jansen, Joëla M. A. "The effect of corporate social responsibility on the cost of equity from a legal origin and cultural perspective." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-328143.
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This study aims to investigate how legal origin and cultural values can affect the relationship between corporate social responsibility (CSR) and the cost of equity. Specifically, common law and civil law countries (legal origin) and countries with high long-term orientation are compared. The research is conducted by using panel data of 5,533 firm-year observations from 1,492 unique firms during a sample period of 2005 through 2013. The findings suggest that firms with better CSR performance will enjoy lower cost of equity. Furthermore, there is strong evidence in support of the corporate governance practices of CSR performance, which leads to cheaper equity financing. In addition, the findings support previous literature that the negative relationship between CSR and the cost of equity is stronger for civil law countries.
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Schwar, James Lester. "GLOBAL CHANGE, DOMESTIC POLICY, AND LIFE COURSE INFLUENCES ON PERCEPTIONS OF HEALTH EQUITY AMONG OLDER CUBANS." UKnowledge, 2004. http://uknowledge.uky.edu/gradschool_diss/371.
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Cubas provision of free health services to the entire population via neighborhood-based family doctors produced dramatic health gains and achieved a relative state of health equality. Since 1989, however, the termination of Soviet trade, a grave economic crisis, intensification of the US embargo, welfare reductions, and population aging have placed Cubas health successes and elder care services in jeopardy. Little independent research, though, has focused on the influence of post-Cold War circumstances on citizen attitudes about health programs and resources targeting Cubas older population. This research examined global and domestic factors since 1989 that have most influenced perceptions of the equitability and inequitability of health resources among older Cubans. Its multi-layered design drew on new International Political Economy, crystallization, and aspects of Grounded Theory. In-depth narrative interviews were conducted with Cubans age 60 years or older, their families and community support group members, family physicians and other medical personnel, and key health and government informants. Perceptions of health equity were found to correspond most with the geographic proximity and nearly unhindered physical access of older patients to their family doctors and the temporal availability of family physicians to their older patients. Conversely, perceptions of health inequity corresponded most with the older persons experience of medicine shortages and health resource rationing following global socio-political-economic change and domestic policy shifts after 1989. Furthermore, the life course influences of the pre- and post-revolutionary eras and pre-1989 and post-Cold War period were seminal in shaping the perceptions and expectations of the older participants regarding health care, the leadership, and Cuban socialism. The findings have added to the international health and cross-cultural gerontology literature. Decision-makers and health practitioners in Cuba and elsewhere have been informed about the importance of popular perceptions of the impact of health and elder policy change in an era of globalized social relations and capital. The research also has contributed a gerontological dimension and a narrative perspective to further the development of new International Political Economy.
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Wilson, Patrice C. "THE RELATIONSHIP BETWEEN TEACHERS’ LEVELS OF CULTURAL COMPETENCE AND THE NOMINATION/REFERRAL PROCESS FOR GIFTED IDENTIFICATION OF CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3428.
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This study examined the extent to which teachers’ levels of cultural competence is a factor in the nomination/referral process for gifted identification of culturally and linguistically diverse students. Specifically, this study compared the self-assessed perceptions of second and third grade elementary teachers’ cultural competence to the various factors included in the gifted referral process. A quasi-experimental quantitative study was used. However, this study superficially included some qualitative exploration due to the nature of the open-ended survey questions and secondary data set analysis. Quantitative data were collected via an adapted version of the Cultural Competence Self-Assessment for Teachers survey created by Lindsey, Robins, & Terrell (2009). Descriptive statistics, analysis of variance, independent samples t-test, and correlation analysis were conducted. Results revealed that there were no significantly statistical differences in the relationship between teachers’ levels of cultural competence and nomination/referral patterns for gifted identification. Yet, the results also indicated that the district’s second and third grade teachers were generally high on the cultural competence continuum. An overwhelming majority of the teachers believed themselves to be culturally competent however, cultural competence sub-scale scores in institutionalizing cultural knowledge and interacting with CLD students were lower percentages when compared to the other sub-scale scores. In general, this study may have important practical implications for the ongoing process of becoming culturally competent, gifted education practices and policy, teacher preparation, and professional practice.
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Hunt, Halley Lambert. "IMPROVING EQUITY IN HOSPICE ACCESS BY REDUCING CULTURAL BARRIERS IN HOSPICE SERVICES AND HOSPICE DISCUSSIONS FOR NONWHITE US GROUPS." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/432978.
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Urban BioethicsM.A.
Though there is ample evidence in existing literature demonstrating racial inequity in end-of-life care, there is minimal examination of how the culturally mainstream values of hospice contribute to inequity and reduced access for nonwhite populations. This paper reviews participatory action research, interviews and chart reviews of nonwhite populations including African Americans, Latinx, Asians and Native Americans to determine what end-of-life values these groups report and how they differ from the values of hospice and western biomedicine. All of these groups reported unmet cultural needs with respect to hospice access ranging from differing communication style preferences to different religious beliefs to different ideas about what they dying process should look like. Contributing to these barriers was practitioner ignorance about cultural variance in end-of-life preferences, demonstrated by studies of physicians to identify barriers to effectively providing end-of-life care. To help foster better knowledge and understanding between practitioners and nonwhite patients whose cultural needs are not being met, I have created a value-assessment tool to add to the standard structure of end-of-life conversations. Using this tool with patients in end-of-life conversations could improve physician confidence in understanding the needs of patients and provide patients an opportunity to freely communicate their needs and therefore increase access to the hospice services that can meet those needs.
Temple University--Theses
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Gapas, Diane Faye. "Evaluating Social Sustainability in Plans for Inter-Cultural Cities." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3018.
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Recently, there is an increasing interest and awareness on sustainability and sustainable development. Sustainability is comprised of the three E’s: environment, economy and equity. Of these three, the equity or the social sustainability component is often overlooked. As cities become more global and demographically diverse due to immigration, diversity’s impact to the city should be addressed through policies and plans. The content analysis and evaluation of city plans, policies and urban design examines their response to accommodating and including inter-cultural diversity using identified indicators of social sustainability and equity. This study finds that the length of time a city has been a foreign-born population hub does not statistically impact its integration of social sustainability measures in its comprehensive and sustainability plans. It concludes with best practices of sample cities and discussion on how city and other jurisdictions’ plans can incorporate, address and measure immigrant and inter-cultural responsiveness through social sustainability and equity concerns.
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Han, Bing. "A cross-cultural study of the effect of empathy on the moral judgment of distributive justice principles need versus equity /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8906.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Communication. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Walsh-Felz, Aria Anna. "(Not) Everything is Good and Easy: Language-related Healthcare Experiences of Two Groups of Low-income Latina Mothers." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6776.
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This cross-sectional, comparative, qualitative study explored language-related issues experienced by low-income Spanish-speaking mothers navigating pediatric care for their children in Hillsborough County, Florida. Hospitals, pediatric clinics, specialists, and dental care have differing degrees of linguistic accessibility and accommodations for limited English proficient families. Two groups of mothers were interviewed: bilingual (n=9) and Spanish-speaking limited-English proficient (SSLEP) mothers (n=21). These groups perceived the effect of language on navigating pediatric healthcare differently, creating tension in perceptions and experience between them. Such tensions included SSLEP mothers expressing satisfaction with pediatric care simultaneously with shortcomings in communication. SSLEP mothers said that everything was easy, at the same time stating that navigating healthcare, and other aspects of their family life would be far easier if they spoke English. SSLEP expressions of self-sufficiency were countered by bilingual mothers who provided language support to SSLEP family members, friends, and strangers. This research points toward the need for consistent language services in healthcare settings as well as facilitation of effective English language acquisition opportunities for families.
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Shane, Rachel. "Negotiating the creative sector understanding the role and impact of an artistic union in a cultural industry : a study of Actors' Equity Association and the theatrical industry /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158512076.
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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.
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Thesis advisor: Lauri JohnsonThis exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Singer, Stacey Lynn. "I'm Not Loud Enough to be Heard: Rock 'n' Roll Camp for Girls and Feminist Quests for Equity, Community, and Cultural Production." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07072006-134812/.
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Thesis (M.A.)--Georgia State University, 2006.Title from title screen. Susan Talburt, committee chair; Kathryn McClymond, Layli Phillips, committee members. Electronic text (145 p.) : digital, PDF file. Description based on contents viewed May 16, 2007. Includes bibliographical references (p. 120-131).
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Jull, Janet. "Cultural Adaptation of a Shared Decision-Making Intervention to Address the Needs of First Nations, Métis and Inuit Women." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31703.
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Background: Little is known about shared decision-making (SDM) interventions with Aboriginal Peoples. Purpose: To explore Aboriginal women’s SDM needs and engage Aboriginal women in culturally adapting an SDM approach. Methods: Three studies were guided by an advisory group, ethical framework and a postcolonial theoretical lens. 1. A systematic review of the literature to identify health decision-making interventions to support Indigenous Peoples. 2. An interpretive descriptive qualitative study using individual interviews with Aboriginal women to explore decision-making needs. 3. An interpretive descriptive qualitative study to culturally adapt and usability test the Ottawa Personal Decision Guide (OPDG) to support decision making by Aboriginal women. Results: 1. The only eligible intervention study was a randomized control trial conducted in the United States with 44 Indigenous students. Compared to baseline, post-intervention the students demonstrated increased knowledge and use of a four-step decision-making process. 2. Interviews with 13 Aboriginal women supported SDM. Shared decision-making needs were represented by four major themes and presented in a Medicine Wheel framework: To be an active participant; To feel safe with care; Engagement in the decision process; Personal beliefs and community values. Supports for each of the major themes focused on the relational nature of shared decision-making. 3. Aboriginal women participated in two focus groups (n=13) or usability interviews with decision coaching (n=6). For culturally adapting the OPDG seven themes were identified: “This paper makes it hard for me to show that I am capable of making decisions”; “I am responsible for my decisions”; “My past and current experiences affect the way I make decisions”; “People need to talk with people”; “I need to fully participate in making my decisions”; “I need to explore my decision in a meaningful way”; “I need respect for my traditional learning and communication style.” Conclusions: There is little evidence on SDM interventions with Indigenous Peoples. Although Aboriginal women support SDM, they may have unmet decision-making needs. The OPDG was culturally adapted to be combined with decision coaching and needs to be evaluated.
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Overholt, Sarah E. "Access, Equity, and Choice in the Mexican Health System: A Case Study of San Pablo Etla." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125869288.
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Dooley, Karen Teresa, and k. dooley@qut edu au. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes." Griffith University. School of Cognition, Language and Special Education, 2001. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030102.105906.
Full textAbstract:
This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.
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Dooley, Karen. "Adapting to Diversity: Pedagogy for Taiwanese students in mainstream Australian secondary school classes." Thesis, Griffith University, 2001. http://hdl.handle.net/10072/366070.
Full textAbstract:
This study investigated pedagogy for Taiwanese students in mainstream Australian secondary school classes. The aim was to explore the construction of pedagogy for these students within the communicative contingencies of both the classroom and the community of talk around the classroom. Accordingly, the study documented and explicated the ways in which teachers adapted geography lessons for Taiwanese students, and further, the fit of teachers' descriptions and explanations of those adaptations within broader school community debate over provision for ethnic minority students. The significance of the study resides in its contribution to educational research, policy and practice in conditions of cultural diversity and formal cultural inclusion. The study's contributions arise from its attention to the forms of teacher-student interaction that are often considered to be a major point of difference between pedagogy in Australia (and other Western nations) and in Chinese (and other Asian) contexts. The focus is on the degree of teacher-directedness or student-centredness, as demonstrated by such factors as rote learning and participation in whole class spoken activities. Review of the current literature indicated that such dispositions may not only be brought to Australian pedagogic contexts by Chinese students, but may also be constructed within these contexts themselves. Analysis of theoretical perspectives on culture and pedagogy that were of high profile in Australia during the 1990s indicated that the investigation of this possibility requires an approach that makes it possible to attend to the structuring of such contexts. Accordingly, this study was conducted from a perspective that made it possible to document and explicate the construction of socialising conditions within the communicative particularities of lessons for Taiwanese students as pedagogic practice enacted in classrooms, and of debate amongst those interested in the education of the students as pedagogic talk within a school community. The theoretical framework of the study drew primarily on Basil Bernstein's sociology of educational knowledge. This perspective provided the fundamental concepts for describing the categorisation of Taiwanese students in the teacher-student interaction of the classroom and in school community talk about such. Analytic concepts developed by researchers concerned with classroom talk were specified in Bernsteinian terms to facilitate the translation between these theoretical objects and the sets of lesson and interview data examined in the study. These concepts made it possible to describe the pedagogic activities of teachers and students, and their constituent social actions, as enacted in the lessons, and as constructed in the interview talk of school community members. The two data sets were produced and analysed by methods derived from the Bernsteinian perspective. The aim was to: i) test the generic and formal Bernsteinian sociology of educational knowledge; and ii) produce findings generalisable to culturally diverse Australian school settings. One of the main findings of the study was that the adaptation of geography lessons for Taiwanese, Chinese, Asian and other ESL students produced a more constrained and teacher-directed form of pedagogy than that which was provided for other students. The other main finding was that the geography teachers described and explained these adaptations by categorising the students as 'reluctant' in whole class spoken activities and 'dependent' in written seatwork activities. Other school community members interested in the education of Taiwanese students evinced substantial agreement in this regard. However, these interviewees constructed the 'reluctant' speech and 'dependent' seatwork of the students from complex collaborative and competitive positions available in professional-academic talk. This pointed to struggles amongst those who would inform the provision of pedagogy for Taiwanese and other Chinese, Asian and ESL students. The study's theoretical significance resides, in part, in its capacity to describe the moment-by-moment classroom interaction of Taiwanese students without pre-empting the empirical salience of categories of cultural identity. Rather, attention is focused on the ways that students are categorised according to their capacity to undertake particular communicative interactions, categorisations in which cultural identity is not necessarily made overtly salient. In this way the study refined and tested the Bernsteinian model of classroom practice, while also locating analytic tools for describing classroom talk within broader relations of social power and control. Methodologically, the study's significance arises from its capacity to generate descriptions of the particularity of classroom practice, and talk about such, as pedagogic practice and talk. For policymakers the study points to the professional-academic discourses that need to be made available to teachers if they are to engage in the conversations about pedagogy that are central to emergent, second-wave conceptions of cultural equity in the state of Queensland where the study was conducted. For practitioners questions arise from the possibility that the dispositions of Taiwanese and other Chinese, Asian and ESL students to teacher-directed forms of pedagogy may be constructed in Australian contexts. These pertain to the desirability of the outcomes of adaptations undertaken in the name of cultural equity, in addition to the implications of teachers' own professional-academic socialisation for debates over 'who' should get 'what' pedagogic provision. The thesis concludes with a discussion of the utility of the study's perspective and findings given current developments in the racial and cultural politics of Australian educational institutions.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Ye, Jiali. "Maintaining Online Friendship: Cross-Cultural Analyses of Links among Relational Maintenance Strategies, Relational Factors, and Channel-Related Factors." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-10092006-150113/.
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Thesis (Ph. D.)--Georgia State University, 2006.1 electronic text (153 p.) : digital, PDF file. Title from title screen. Jaye Atkinson, committee chair; Cynthia Hoffner, Yuki Fujioka, Merrill Morris, Elisabeth Burgess, committee members. Description based on contents viewed Mar. 26, 2007. Includes bibliographical references (p. 115-135).
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Lee, Eun Young. "Perceptions about Student Diversity and Equity in Early Childhood Science Education: A Teacher Preparation Study." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157635/.
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Using a mixed-methods approach, the current study examined the relationship between early childhood preservice teachers' cultural awareness and their self-efficacy in equitable science education. It further aimed to determine if the relationship between these two constructs was moderated by their race/ethnicity or the number of languages they speak. Finally, it sought to identify preservice teachers' understanding of equity in science education, as well as how they planned to incorporate the equity concept into their future science teaching practices for diverse learners in early childhood classrooms. Data for this study were drawn from 380 preservice teachers who self-enrolled in a science methods course as part of a teacher preparation program. To measure the preservice teachers' cultural awareness and self-efficacy in equitable science education, two Likert-scale instruments, Cultural Diversity Awareness Inventory (CDAI) and Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST), were employed. Qualitative data were collected by administering six open-ended questions. For quantitative results, statistically significant findings indicated that when the participants were more aware of creating a multicultural environment and instruction and/or when they were less biased and were more sensitive/knowledgeable about diversity of students and families, their expectations about science learning of students from diverse backgrounds would be higher. Furthermore, when the participants were more aware of creating a multicultural environment and instruction and/or when they felt more comfortable about confronting students or parents whose cultures and languages were different from their own, they tended to have a stronger sense of efficacy in teaching science to those students. In addition, when the participants were less biased and were also sensitive and knowledgeable about students' and families' diverse backgrounds, they were more likely to have a strong sense of science teaching efficacy. Along with these findings, participants' race/ethnicity was a statistically significant moderator affecting the relationship between their sense of science teaching outcome expectancy and awareness of creating a multicultural environment and instruction. When the awareness of creating a multicultural environment and instruction of both White and non-White participants were increased at an equal level, White participants' expectations for science learning of students from diverse backgrounds were higher than those of non-White participants. Measurement challenges were identified through the analysis process that compromised the validity of the quantitative findings. Thus, they should be interpreted with caution. For qualitative results, three predominant themes related to the participants' conceptualization of equity in science education were identified. First, the participants harbored alternative understandings of the definitions of equity in science education. One third of the participants understood equity as providing appropriate access and support based on the levels of students' needs whereas another one third defined equity as providing identical teaching services and resources to all students regardless of their backgrounds. They also conceptualized equity in science education as an issue independent of their future students' racial/ethnic backgrounds; instead, they regarded it as a subject associated with their students' English proficiency.
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Pai, Andrew. "Towards a culturally inclusive valuation method for assessing compensation in compulsory acquisition of customary land: The case for Papua New Guinea." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/135616/1/Andrew_Pai_Thesis.pdf.
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A culturally inclusive valuation method for assessing customary land compensation in compulsory acquisition is developed in this study. Cultural value is apparently identified as a compensation entitlement in customary land acquisition and the empirical valuation of its loss is based on the cumulative logistic regression formulation of deprived customary land owner's willingness to accept compensation. Compensation is then based on the integration of market value of tangible assets and the inherent cultural value in indigenous land. In this respect, proposed method embraces the normative standard of compensation equity and recognizes the reality of cultural value imperatives in indigenous land.
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Bashir-Ali, Khadar. "The invisible minority: the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S.: a comparative study." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.
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Dixon, Kerry. "The Contested Space of STEM-Art Integration: Cultural Humility and Collaborative Interdisciplinarity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467717193.
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Flores, Anna Claudia da Costa. "Programa de educação patrimonial aos usuários da Biblioteca Setorial do Centro de Educação da UFSM." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/11028.
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The careless way some users Sector Education Center Library (BSCE) deal with material that is placed at their disposal highlight the urgent need to put in place a Heritage Education Program (PEP) with actions to raise awareness of users regarding the use of the acquis proposal arose because of the realization of a large number of damaged and missing even works. The Library System (SIB) of the Federal University of Santa Maria (UFSM) available to the academic community stuff like books, periodicals, pamphlets, posters and DVDs, in addition to technological resources like internet and Journal Portal Capes that can be used in their activities teachers, students and technical-administrative. This material is relevant to user searches currently involved, but also for those prospective students or servers. We considered this research applied qualitative approach because the results of observations obtained through conceptual research, examples of applicability of Heritage Education and analysis of current legislation regarding the handling of public equity, can form a set of elements that provide knowledge to implement strategies to encourage the exercise of citizenship and the use of the library. Cultural or educational libraries and their functions were studied; concepts that guide the Heritage Education and public property; examples of applying local Heritage Education and abroad; harmful to the collection agents; legal aspects such as civil and criminal liability of the user; and diffusion methods in libraries, developing a Heritage Education Program that addresses educational and cultural activities, sensitizing staff and teachers, appropriate signage in the library and workshops for users, and thus strengthen the memory of the subject and appreciation of the university library.A forma descuidada com que alguns usuários da Biblioteca Setorial do Centro de Educação (BSCE) tratam o material que é colocado a sua disposição evidenciam a necessidade urgente de colocar em prática um Programa de Educação Patrimonial (PEP) com ações voltadas para a sensibilização de usuários em relação ao uso do acervo, proposta surgida devido à constatação de um grande número de obras danificadas e até desaparecidas. O Sistema de Bibliotecas (SIB) da Universidade Federal de Santa Maria (UFSM) disponibiliza para a comunidade acadêmica material como livros, periódicos, folhetos, cartazes e DVDs, além dos recursos tecnológicos como internet e Portal de Periódico Capes que podem ser usados em suas atividades docentes, discentes e técnico-administrativas. Este material é relevante para as pesquisas dos usuários vinculados atualmente, mas também para aqueles futuros alunos ou servidores. Considerou-se esta pesquisa aplicada de abordagem qualitativa, pois os resultados das observações obtidas através das pesquisas conceituais, exemplos de aplicabilidades de Educação Patrimonial e análise da legislação vigente quanto ao trato do Patrimônio público, pode-se formar um conjunto de elementos que proporcionam conhecimento para aplicar estratégias de incentivo ao exercício de cidadania quanto ao uso da biblioteca. Foram estudadas bibliotecas educacionais ou culturais e suas funções; conceitos que norteiam a Educação Patrimonial e patrimônio público; exemplos de aplicação de Educação Patrimonial local e no exterior; agentes nocivos ao acervo; aspectos legais como responsabilidade civil e penal do usuário; e métodos de difusão em bibliotecas, desenvolvendo um Programa de Educação Patrimonial que aborde ações educativas e culturais, sensibilização de equipe e professores, sinalização apropriada na biblioteca e oficinas para usuários, podendo assim fortalecer a memória do sujeito e a valorização do acervo da biblioteca universitária.
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Pan, Liping. "ROLES OF PARENTS’ CAPITALS IN CHILDREN’S EDUCATIONAL OPPORTUNITIES." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3130.
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Bourdieu, the French sociologist, proposed some significant concepts (e.g., habitus, capital and field) to help to explain how social agents play roles in social occurrences. Among his theories, Bourdieu’s trilogy of economic capital, social capital and cultural capital has now been used as a powerful theoretical framework to explain class reproduction and education equity. Over the past decades, his theories have begun to be introduced and recognized in Chinese academic world. And this research attempts to see whether this western theory works in the Chinese educational context.
Shanghai, one of the biggest cities in China, has a huge migrant population. Limited by the unique Chinese hukou system, the migrant population in Chinese big cities mostly faces a challenging situation to ensure their children’s local educational opportunities, especially during the compulsory education levels. However, the past research only focused on its disadvantaged subgroup, i. e. the migrant worker population while ignoring the vast diversity in their economic, social and cultural capitals among this general population. Therefore, this research, by means of a comparative multiple case study, aims to see how parents’ economic, social and cultural capitals help to win their children’s educational opportunities at elementary education level.
Studying three typical migrant families with distinguishable strong, medium and weak capitals, the research finds the specific paths how the parents respectively use their economic, social and cultural capitals to obtain more educational opportunities for their children, and eventually produce the divide in educational outcomes, school segregation and social stratification. The research extends its discussion with characteristics of parent capitals, redefinitions of educational opportunities, and an unexpected minor theme about full-time mother.
At the end of the dissertation, it can be concluded that Bourdieu’s trilogy of economic, social and cultural capital does work in Chinese educational context. And it indeed helps us to see more clearly what is happening in present China at a transitional age and calls for service and help to the disadvantaged migrant families in Chinese cities.
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Campbell, Rebecca Ann. "Reification, Resistance, and Transformation? The Impact of Migration and Demographics on Linguistic, Racial, and Ethnic Identity and Equity in Educational Systems: An Applied Approach." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6474.
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Using an applied anthropological approach focused on language, this study investigates the relationship between linguistic, racial, and ethnic identities and school resource access in the context of migration. This project examines how these identities are established, experienced, reified, and resisted by various school actors. Exposing power at its roots through a multi-level analysis, this research informs on how people negotiate socialization into particular identities, propelling them toward positions in school and society of varying opportunity.
Focused on two elementary schools in a central Florida county that has been and is undergoing demographic changes, this work offers applications for educational institutions dealing with migration. One school’s orientation to meeting needs of non-English speaking students significantly impacts its ability to reach and form relationships with parents and improve the educational outcomes for children. The second school’s culturally responsivity makes it possible to meet higher expectations. At both schools, there is a disconnect between how the school and state think about people and how those people think about themselves, which erases groups and raises questions about how well students from those groups are served.
While the ideologies promoted in dominant society are constraining, struggles and resistance do impact and reorganize the system. This study provides recommendations for the research site and similar schools to address linguistic, racial, and ethnic educational inequity. For instance, this project emphasizes the need to provide linguistically appropriate school-home communication. It also offers a means for the schools and state to better serve students by understanding the nuances of identity through more appropriate measures of race and ethnicity.
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Mehadji, Meriem. "Les politiques culturelles et le processus de développement dans le monde arabe : analyse d’une série d’indicateurs." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05D005/document.
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En 2010, le bilan sur les objectifs du millénaire pour le développement (OMD) a révélé que l’ensemble des pays ainsi que les différents acteurs impliqués dans ce processus devaient redoubler leurs efforts afin de mettre en place des projets adaptés à la nature des diverses sociétés. À cet effet, la question de la « culture » s’est imposée comme un facteur évident et inhérent à l’accomplissement de ces objectifs. C’est dans ce cadre que se pose notre problématique de recherche à travers une zone géostratégique qui subit de grands bouleversements au niveau politique, économique et social. De cette manière, la culture peut-elle constituer un élément de base dans les programmes de développement entrepris dans les États arabes ? Cette présente thèse s’achemine à travers trois principales étapes. D’abord l’intégration de la culture dans ce processus en tant que secteur à part entière. Ensuite, les moyens et les méthodes utilisés par les différents acteurs engagés et concernés par le domaine de la culture dans les pays arabes. Enfin, les indicateurs spécifiques à la région à travers lesquels apparaissent les limites, mais également le potentiel des États arabes. Pour finir, cette démarche fait office de défrichement, car le développement à travers le secteur culturel reste peu exploité dans le monde arabe. Toutefois, les changements qui s’opèrent depuis quelques années dans la région peuvent conduire à une véritable reconsidération du secteur culturel et de sa relation avec le processus de développementIn 2010, the appraisal of the Millennium Development Goals (MDGs) indicated that all the countries and the different actors involved in this process should underlay their efforts to implement projects adapted to the nature of the various societies. To this end, the issue of "culture" has emerged as an obvious and inherent factor in achieving these goals.Our research issue raises in this context through a geostrategic area which undergoes great changes in the political, economic and social level. Thus, can the culture constitute a basic element in the development programs undertaken in the Arab States? The present thesis is developed through three main stages. First, the integration of culture in this process as a real sector. Then, the means and methods used by the different actors involved and concerned with the field of culture in the Arab countries. Finally, specific indicators related to the region which could show the limits, but also the potential of Arab States.This approach acts as clearing, insofar as the development through cultural sector remains largely untapped in the Arab world. However, the changes occurring in recent years in the region can lead to a genuine reconsideration of the cultural sector and its relationship with the development process
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Gheeraert, Laurent. "Financial systems: essays on the cultural determinants and the relevance for economic development." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210212.
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The thesis analyzes macro-economic determinants and roles of financial sector development.The literature argues that the size and efficiency of both banking systems and financial markets - the two major components of a financial system - matter for economic development. In the same vein, the quality of financial institutions and regulations are instrumental in the construction of a strong financial system.
We study several aspects of financial sector development in relation to three recent phenomena, namely, the rise of Islamic banking and finance, the increasing interest for emerging stock markets, and the growing remittance flows.
This thesis is made up of three essays.
The first essay extends the literature on the determinants of financial sector development, from the angle of culture. We show that, on average, Islamic finance favors the development of the banking sector in Muslim countries. We provide evidence that several countries have indeed been successful in launching a new, Shariah-compliant, banking system, while not harming the existing, conventional, banking sector. Our empirical analysis uses a newly-constructed original database on the size and performance of Islamic deposit banks globally over the period 2000 to 2005.
The second essay focuses on stock markets, in particular, the less-studied emerging equity markets. We confirm traditional literature findings on unconditional stock returns, over a panel of 53 Major and Frontier markets. Mainly, volatility is high, big surprises happen, and return correlations with the rest of the world are low but have been rising over the last decades. In spite of large differences in market size and liquidity, Frontier market returns are qualitatively similar to Major markets', except correlations, which are lower in Frontier markets. At current correlation levels, the latter continue to bring substantial diversification benefits to international investors.
The last essay examines the relationship between remittances and economic growth. It confirms that remittances are important for developing countries as they stimulate domestic investment. It then demonstrates, theoretically and empirically, that improving the access to bank deposit accounts is crucial to channel remittances to more productive uses. This is even more true when the access to international borrowing is costly.
The 2008-2009 financial crisis has propelled the improvement of financial systems to the top of policymakers' agendas. Our work contributes to a better understanding of the importance of finance in economic outcomes. It also brings a novel perspective on the determinants of financial systems./
Notre thèse a pour objet l'étude des déterminants et des rôles macro-économiques des secteurs financiers dans le monde.
Selon la littérature scientifique, la taille et l'efficacité des systèmes bancaires et des marchés financiers - les deux composantes principales d'un système financier - sont importantes pour le développement économique. Il apparaît également que la qualité des institutions et des régulations financières contribuent à la création d'un système financier fort.
Au travers de trois essais, nous examinons plusieurs aspects du développement du secteur financier, qui sont en relation avec trois phénomènes récents; à savoir: la croissance de la finance islamique, l'intérêt grandissant pour les marchés boursiers émergents, et l'augmentation des flux de transferts de fonds des migrants.
Dans le premier essai, nous nous intéressons aux facteurs culturels comme déterminants des secteurs financiers et, en particulier, au rôle de la religion musulmane. Nous montrons que, en moyenne, la finance islamique favorise le développement du secteur bancaire dans les pays musulmans. Plusieurs pays ont en effet réussi à développer un nouveau secteur bancaire compatible avec la Shariah, sans porter ombrage au secteur bancaire non islamique avec lequel il co-existe. Notre analyse empirique est fondée sur une base de données nouvelle et originale. Celle-ci a pour intérêt de fournir des indicateurs de taille et de performance des banques islamiques de dépôt dans le monde, pour la période 2000-2005.
Dans le deuxième essai, nous explorons les rendements inconditionnels obtenus sur les marchés boursiers, en particulier les marchés émergents d'actions. Notre analyse d'un large panel de 53 marchés émergents "Majeurs" et "Frontières" confirme les résultats traditionnellement observés dans la littérature. Ainsi, pour l'essentiel, les deux types de marchés sont volatils et émaillés d'événements extrêmes. De plus, les rendements des marchés émergents sont faiblements corrélés avec ceux du reste du monde, même si ces corrélations ont augmenté au cours des derniers décennies. Malgré d'importantes différences en terme de taille et de liquidité, les rendements sur marchés "Frontières" sont qualitativement similaires à ceux des marchés "Majeurs", à l'exception des corrélations. Ces dernières sont en effet actuellement plus faibles dans les marchés "Frontières", qui continuent dès lors à offrir d'importants bénéfices de diversification aux investisseurs internationaux.
Dans le dernier essai, nous examinons la relation entre les transferts d'argent des migrants et la croissance économique. Nous confirmons l'idée que les transferts de fonds des migrants sont importants pour les pays en voie de développement. Mais surtout, nous démontrons, de manière théorique et empirique, qu'il est crucial de faciliter dans ces pays l'accès aux comptes de dépôt bancaires, afin de transformer une plus grande part des transferts des migrants en investissements productifs. Ceci est d'autant plus vrai quand l'accès aux autres sources de capitaux internationaux est coûteux.
En conclusion, la crise financière de 2008-2009 a fait de l'amélioration des systèmes financiers la priorité de nombreuses politiques économiques. Dans cette perspective, notre travail apporte une contribution à une compréhension plus fine de l'importance de la finance pour l'économie, ainsi qu'une vision novatrice des déterminants des systèmes financiers.
Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
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Kymlicka, W. "Liberal equality and cultural community." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234294.
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Alcoforado, Carla Lúcia Goulart. "Entre o científico e o popular: saberes e práticas da equipe de enfermagem e clientes com feridas: um estudo de caso no município Cruzeiro do Sul - Acre." Universidade Federal Fluminense, 2010. https://app.uff.br/riuff/handle/1/1008.
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Carla Lucia Goulart Alcoforado.pdf: 2160510 bytes, checksum: 5ad87cf7c2f64d621b88e47d973270ca (MD5)Made available in DSpace on 2015-12-02T14:48:42Z (GMT). No. of bitstreams: 1 Carla Lucia Goulart Alcoforado.pdf: 2160510 bytes, checksum: 5ad87cf7c2f64d621b88e47d973270ca (MD5) Previous issue date: 2010
Mestrado Acadêmico em Ciências do Cuidado em Saúde
Trata de um estudo de caso qualitativo, exploratório, descritivo sobre os saberes e práticas da equipe de enfermagem e clientes com feridas em uma Unidade Básica de Saúde (UBS), no Município de Cruzeiro do Sul, Acre. Seus objetivos foram descrever como os membros da equipe de enfermagem cuidam dos clientes com feridas, identificar como os clientes com feridas se cuidam e discutir os saberes e práticas entre os membros da equipe de enfermagem e os clientes com feridas. A coleta das informações envolveu a observação simples e entrevistas semiestruturadas com membros da equipe de enfermagem e clientes com feridas na UBS. As informações coletadas foram submetidas à análise temática, da qual emergiram as seguintes categorias: As práticas do cuidado da equipe de enfermagem e dos clientes com feridas e Os Saberes dos clientes com feridas e as implicações do cuidado de enfermagem. Concluímos que os clientes valorizam o cuidado cultural, associam os saberes e práticas do sistema popular aos saberes e práticas do sistema profissional, usando as mais variadas formas de cuidado. Variam desde o uso de soluções recomendadas pela equipe de enfermagem, pelas restrições alimentares, perpassando pelo uso de plantas medicinais e práticas religiosas. Já a equipe de enfermagem desenvolve um cuidado técnico, voltado para a realização dos procedimentos relacionados à realização de curativos e, em alguns momentos, buscavam articular seus saberes aos dos clientes através de diálogos e do conhecimento da realidade dos mesmos, mas sempre valorizando os conhecimentos técnico-científicos. Neste contexto, percebe-se a presença da universalidade e diversidade cultural do cuidado, não somente para os clientes mas também para os profissionais e assim, ressalta-se a importância do cuidado cultural congruente que proporciona um cuidado harmonizado aos valores e crenças, sendo, portanto adequado e benéfico. Desta forma, juntamente com o cliente com feridas, decidir qual a melhor forma de atuação do cuidado, e, portanto preservar, adaptar ou renegociar a ação, sempre com o objetivo de propiciar a saúde, o bem estar e futuramente a autonomia.
This is a qualitative case study, exploratory, descriptive of the knowledge and practices of nursing staff and clients with wounds in a Basic Health Unit (BHU) in the city of Cruzeiro do Sul, Acre. Its objectives were to describe how members of the nursing staff caring for clients with injuries, how to identify customers with wounds to care for and discuss the knowledge and practices among members of the nursing staff and clients with wounds. Data collection involved the simple observation and semi-structured interviews with members of the nursing staff and clients with wounds at UBS. The data were subjected to thematic analysis, from which emerged the following categories: The practice of nursing care staff and clients with wounds and The Knowledge of clients with wounds and implications of nursing care. We conclude that customers value the cultural care, the associated knowledge and practices of the system to popular knowledge and practices of the professional system, using various forms of care. They range from the use of the solutions recommended by the nursing staff, the food restrictions, bypassing the use of medicinal plants and religious practices. Since the nursing staff develops a technical care, focusing on the procedures related to the execution of dressing and, at times, sought to articulate their knowledge to the customer through conversation and knowledge of the reality of them, but always appreciating the knowledge technical-scientific. In this context, we notice the presence of cultural diversity and universality of care, not only for customers but also to professionals and thus emphasize the importance of cultural congruent care which provides a harmonized care values and beliefs, being therefore appropriate and beneficial. Thus, together with the client with injured, to decide how best to care activities, and therefore preserve, adapt or renegotiate the action, always with the goal of providing health, welfare and future autonomy.
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De, Oleza Ferrer Carles. "The Role of Culture in Private Equity Investments." Master's thesis, Vysoká škola ekonomická v Praze, 2016. http://www.nusl.cz/ntk/nusl-264153.
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The main purpose of this thesis is to understand if Investors working in Private Equity and Venture Capital understand what corporate culture is and take it into account when deciding whether to invest or not in a startup or a target company. In order to reach this goal, an empirical research has been developed, interviewing a sample of private equity fund managers and professional business angels, selected randomly and without any personal connection to the author.
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Torres, Ospina Sara. "Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23753.
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“Why do immigrants and refugees need community health workers/lay health workers (CHWs) if Canada already has a universal health care system?” Abundant evidence demonstrates that despite the universality of our health care system marginalized populations, including immigrants and refugees, experience barriers to accessing the health system. Evidence on the role of CHWs facilitating access is both lacking and urgently needed. This dissertation contributes to this evidence by providing a thick description and thorough analytical exploration of a CHW model, in Edmonton, Canada. Specifically, I examine the activities of the Multicultural Health Brokers Co-operative (MCHB Co-op) and its Multicultural Health Brokers from 1992 to 2011 as well as the relationship they have with Alberta Health Services (AHS) Edmonton Zone Public Health. The research for this study is based on an instrumental and embedded qualitative case study design. The case is the MCHB Co-op, an independently-run multicultural health worker co-operative, which contracts with health and social services providers in Edmonton to offer linguistically- and culturally-appropriate services to marginalized immigrant and refugee women and their families. The two embedded mini-cases are two programs of the MCHB Co-op: Perinatal Outreach and Health for Two, which are the raison d’être for a sustained partnership between the MCHB Co-op and AHS. The phenomenon under study is the Multicultural Health Brokers’ practice.
I triangulate multiple methods (research strategies and data sources), including 46 days of participant and direct observation, 44 in-depth interviews (with Multicultural Health Brokers, mentors, women using the programs, health professionals and outsiders who knew of the work of the MCHB Co-op and Multicultural Health Brokers), and document review and analysis of policy documents, yearly reports, training manuals, educational materials as well as quantitative analysis of the Health Brokers’ 3,442 client caseload database. In addition, data include my field notes of both descriptive and analytical reflections taken throughout the onsite research. I also triangulate various theoretical frameworks to explore how historically specific social structures, economic relationships, and ideological assumptions serve to create and reinforce the conditions that give rise to the need for CHWs, and the factors that aid or hinder their ability to facilitate marginalized populations’ access to health and social services.
Findings reveal that Multicultural Health Brokers facilitate access to health and social services as well as foster community capacity building in order to address settlement, adaptation, and integration of immigrant and refugee women and their families into Canadian society. Findings also demonstrate that the Multicultural Health Broker model is an example of collaboration between community-based organizations and local systems in targeting health equity for marginalized populations; in particular, in perinatal health and violence against women. A major problem these workers face is they provide important services as part of Canada’s health human resources workforce, but their contributions are often not recognized as such. The triangulation of methods and theory provides empirical and theoretical understanding of the Multicultural Health Brokers’ contribution to immigrant and refugee women and their families’ feminist urban citizenship.
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Mizoguchi, Allyson Lee. "District Leadership Practices That Foster Equity: The Role of District Leadership in Teacher-Led Equity Work." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108839.
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Thesis advisor: Vincent ChoAs a result of pressing educational inequities that can be traced to students’ race, ethnicity, class, home language, and learning needs, many districts prioritize equity work in their strategic plans and mission. With their close proximity to student learning, teachers can play an integral role in furthering equity efforts. Studies have pointed to the building principal as the leader most influential in creating a culture of teacher leadership; however, there is a gap in the research related to how the district leadership sets the conditions for this culture. The purpose of this qualitative case study was to explore how district leaders in one Massachusetts school district set the conditions for teacher leadership, specifically in enacting efforts to support the learning of all students. Data was gathered through semi-structured interviews and document review. Findings indicate that district leaders can cultivate teacher leadership in equity work when they provide meaningful professional development opportunities, when they consistently support building principals, when their messaging about the importance of equity is clear, and when they provide formal leadership roles and opportunities to teachers. Although several steps removed from the locus of the classroom, district leaders can play a critical role in fostering a culture in which teachers are trusted, supported, and prepared to reach every learner
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Seda, Pamela Annette. "Equity Pedagogy in the Secondary Mathematics Classrooms of Three Preservice Teachers." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/23.
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In the United States, diverse learners, defined by race, ethnicity, language, and socioeconomic status, do poorly in mathematics in disproportionate numbers. Research suggests that teachers who use instructional practices that build on the cultural strengths of racial and ethnic minorities can increase academic achievement for these students. Using culturally relevant pedagogy as a theoretical framework, this qualitative case study investigated the equity pedagogy of three secondary mathematics student interns in an alternative teacher preparation program during their student teaching experience. The following research questions were also investigated: What school factors do the interns perceive to influence their decisions in implementing equity pedagogy? Which aspects of the teacher education program do the interns perceive to most influence their implementation of equity pedagogy? For the purpose of this study, equity pedagogy is defined as modifying instructional practices in order to facilitate the academic achievement of students from diverse racial, ethnic, and/or socioeconomic backgrounds by applying the components of Zeichner et al.'s (1998) curriculum and instruction principles specifically to the secondary mathematics classroom. Data collected through videotaped classroom observations, field notes, semistructured interviews, and examination of the participants’ reflective journals were analyzed and categorized as follows: building on prior knowledge, high expectations for diverse learners, knowing students well, culturally responsive pedagogical skills, critical consciousness, sharing of power, and multiple funds of knowledge. Data analysis showed evidence of all seven aspects of equity pedagogy by one or more of the participants, although they demonstrated these practices to varying degrees. Colorblindness, lack of appropriate mentors, time constraints, the National Council of Teachers of Mathematics Standards (NCTM, 2000), and culturally responsive pedagogical skills that had been modeled in their mathematics methods courses most affected the interns’ implementation of equity pedagogy. These results indicate that preservice teachers need a framework to critically reflect on issues of equity in education, time to develop equitable teaching practices, and teacher educators that go beyond didactic discussions of inequity to make explicit the equitable teaching practices they want their students to learn.