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Journal articles on the topic 'Multiethnic'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 September 2024

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1

Inayati, Ika. "KESANTUNAN BERBAHASA INDONESIA DALAM LINGKUNGAN MULTIETNIS LANGUAGE TRAINING CENTRE (LTC) UNIVERSITAS KRISTEN SATYA WACANA (UKSW) SALATIGA." JALABAHASA 13, no. 1 (September 4, 2017): 31. http://dx.doi.org/10.36567/jalabahasa.v13i1.42.

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Indonesia merupakan negara multietnis. Bahasa Indonesia menjadi bahasa pemersatu yang diharapkan dapat menjembatani komunikasi dalam lingkungan multietnis tersebut. Penelitian ini dilakukan untuk mendeskripsikan kesantunan berbahasa Indonesia di lingkungan multietnis dan menemukan serta menjelaskan pengaruh kondisi multietnis tersebut terhadap kesantunan berbahasa Indonesia. Data diperoleh dengan cara observasi menggunakan teknik simak, libat, cakap yang direkam tanpa sepengetahuan responden. Selain itu, data juga diperoleh melalui kuesioner. Hasil analisis data percakapan dan kuesioner dengan metode deskriptif-kualitatif menunjukkan bahwa responden di lingkungan LTC, UKSW telah memperhatikan unsur-unsur kesantunan berbahasa. Berdasarkan isian atau jawaban responden atas kuesioner diketahui bahwa kondisi multietnis di LTC UKSW terhadap kesantunan berbahasa tidak memberikan pengaruh negatif. AbstractIndonesia is a multiethnic country. Indonesian language is the language that unites and bridges the communication between the multiethnics. The research aims to describe the politeness of using Indonesian language and the influence of the multiethnics environment to the politeness of using Indonesian language. The data collected by observation using recorded simak, libat, cakap techniques. The respondents did not know that they were recorded. The data is also gathered from the answers of the questionnaires. Using the qualitative method, the result shows that the multiethnic respondents in LTC, UKSW have applied the politeness when using Indonesian language. Based on the questionnaires, the multiethnic in LTC UKSW does not give negative effect on politeness in using Indonesian language.

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2

CULAS, CHRISTIAN. "Governing China's Multiethnic Frontiers:Governing China's Multiethnic Frontiers." American Anthropologist 107, no. 4 (December 2005): 741–42. http://dx.doi.org/10.1525/aa.2005.107.4.741.2.

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3

Barnes, Diane. "Multiethnic Parentage." Journal of Ethnic And Cultural Diversity in Social Work 10, no. 3 (March 2001): 31–48. http://dx.doi.org/10.1300/j051v10n03_03.

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4

Morris-Suzuki, Tessa, and John Lie. "Multiethnic Japan." Journal of Japanese Studies 28, no. 1 (2002): 232. http://dx.doi.org/10.2307/4126799.

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Gill, Tom, and John Lie. "Multiethnic Japan." Monumenta Nipponica 56, no. 4 (2001): 574. http://dx.doi.org/10.2307/3096685.

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6

Weiss, Brendan M. "Multiethnic myeloma." Blood 121, no. 16 (April 18, 2013): 3062–64. http://dx.doi.org/10.1182/blood-2013-03-487215.

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7

Shah, Saeeda. "Leading Multiethnic Schools." Educational Management Administration & Leadership 34, no. 2 (April 2006): 215–37. http://dx.doi.org/10.1177/1741143206062495.

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8

Rai, Prakash. "Unity in Diversity: Federalism in Multiethnic Country Nepal." Prāgyik Prabāha 11, no. 1 (June 12, 2023): 102–14. http://dx.doi.org/10.3126/pp.v11i1.55513.

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Federalism, in general and multiethnic federalism, in particular is supposed to be a device to create unity in diversity in multiethnic country. Multiethnic federalism, a form of federalism, in which the territorial government or state is carved out based on nation or ethnic category to enable national minorities to exercise indigenous and ethnic minority rights like self-rule and autonomy is supposed to be a device to create unity in diversity in multiethnic country like Nepal. In Nepal, indigenous nationalities, and Madhesi communities who, historically, have been excluded in state’s institutions, have demanded multiethnic federalism, identity-based federalism on their own term, as an institutional device for their inclusion in the state. They have argued that it is a device to generate unity in diversity through accommodating diversity in the state. But there was no consensus on this issue while making the constitution through the constituent assembly. Some have argued that it would be a 'castist' (Jatiya) state if ethnic-based federalism is adopted. In this article, I have argued that multiethnic federalism is a device to end the nature of the age-old exclusionary Nepali state and an institutional mechanism of healing the inter-ethnic rupture of Nepali society. Indigenous nationalities in Nepal have demanded separation within a state to protect and promote their identity based on democratic values rather than separate from a state of their own. For this purpose, I have reviewed theoretical articles and critically analyze how it creates unity in diversity in a multiethnic country like Nepal.

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Vogt, Manuel. "Ethnic Stratification and the Equilibrium of Inequality: Ethnic Conflict in Postcolonial States." International Organization 72, no. 1 (November 27, 2017): 105–37. http://dx.doi.org/10.1017/s0020818317000479.

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AbstractWhy are ethnic movements more likely to turn violent in some multiethnic countries than in others? Focusing on the long-term legacies of European overseas colonialism, I investigate the effect of distinct ethnic cleavage types on the consequences of ethnic group mobilization. The colonial settler states and other stratified multiethnic states are characterized by an equilibrium of inequality in which historically marginalized groups lack both the organizational strength and the opportunities for armed rebellion. In contrast, ethnic mobilization in the decolonized states and other segmented multiethnic societies is more likely to trigger violent conflict. I test these arguments in a global quantitative study from 1946 to 2009, using new data on the linguistic and religious segmentation of ethnic groups. The results confirm that the extremely unequal colonial settler states experience less violence than the decolonized states and other multiethnic countries. Ethnic conflict is generally more likely the more segmented and less hierarchically structured multiethnic states are. Specifically, stable between-group hierarchies reduce the risk of governmental conflict, whereas segmentation affects secessionist violence.

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10

Zhou, X. "MULTIETHNIC EDUCATIONAL ENVIRONMENT AS A FACTOR FOR INTERCULTURAL ADAPTATION OF STUDENTS." Educational Psychology in Polycultural Space 62, no. 2 (2023): 107–19. http://dx.doi.org/10.24888/2073-8439-2023-62-2-107-119.

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The article contains a theoretical analysis of the concept of “multiethnic educational environment of the university” as a significant category in modern pedagogical science. Transformations in the global educational area, rise in the quota for teaching foreign students in Russian universities and increase in demand for Russian educational programs within the framework of education expanse become the main factors which determine the need for a comprehensive study of creating an effective multiethnic educational environment of the university. Such an environment is an important condition for the formation and functioning of the processes of multicultural education, relevant in the context of globalization. The article defines the key approaches to the study of the concept of a multiethnic educational environment, reveals the relationship of this concept with the terms "intercultural educational environment" and "multicultural educational environment". The multiethnic educational environment is considered in the article from several positions: as a condition for successful intercultural adaptation of foreign students in a Russian educational organization; as a set of specially organized conditions for ensuring multiethnic interaction of representatives of different nationalities and faiths in the educational process of higher education, as well as a factor of early prevention of interethnic conflicts in the conditions of current internationalization of higher education. In addition, the article describes the organizational structure of the multiethnic educational environment of the classical university, in which there are six interrelated components forming a system aimed at the formation of intercultural competence of the individual. In the structure of the multiethnic educational environment there are educational, formative, informational, methodological, material and technical components, as well as a component of psychological and pedagogical support of participants in the educational process.

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Wong, David W. S. "MEASURING MULTIETHNIC SPATIAL SEGREGATION." Urban Geography 19, no. 1 (January 1998): 77–87. http://dx.doi.org/10.2747/0272-3638.19.1.77.

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12

Bidwell, Lee. "Book Review: Multiethnic Moments." Teaching Sociology 36, no. 2 (April 2008): 174–76. http://dx.doi.org/10.1177/0092055x0803600214.

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13

Kešetović, Želimir. "Policing in multiethnic Serbia." Police Practice and Research 13, no. 1 (March 16, 2011): 59–70. http://dx.doi.org/10.1080/15614263.2010.533026.

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Atwood, Christopher P. "Governing China's Multiethnic Frontiers." Inner Asia 6, no. 2 (2004): 249–50. http://dx.doi.org/10.1163/146481704793647117.

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15

STANFIELD, JOHN H. "Multiethnic Societies and Regions." American Behavioral Scientist 40, no. 1 (September 1996): 8–17. http://dx.doi.org/10.1177/0002764296040001004.

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KARKLINS, RASMA, and BRIGITA ZEPA. "Religious-Centered Multiethnic Societies." American Behavioral Scientist 40, no. 1 (September 1996): 33–45. http://dx.doi.org/10.1177/0002764296040001006.

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17

Auster, Lawrence. "America: Multiethnic, not multicultural." Academic Questions 4, no. 4 (December 1991): 72–84. http://dx.doi.org/10.1007/bf02683115.

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18

Greenwald, Oksana. "Trends of Higher Education Evolution in the Multiethnic Environment of Mining Regions." E3S Web of Conferences 278 (2021): 03013. http://dx.doi.org/10.1051/e3sconf/202127803013.

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Internationalization of higher education as a national strategy has resulted in intensive growth of the number of international students in the regional universities. A current multiethnic educational environment requires defining the trends of the regional higher education evolution aimed at training both students and educators for productive and efficient cross-cultural interaction hence enhancing the quality of higher education. The analysis of the researches devoted to sustainable development of Kuzbass (West Siberia, Russia), national and international normative legal documents regulating the implementation of multicultural education, and the experience in training international students at the flagship university of Kuzbass – Kemerovo State University – has been conducted. As a result, the following trends of the multiethnic higher education evolution have been defined: the purposeful organization of multiethnic educational environment; the shaping of tolerance to multiethnic environment in both students and teaching staff; the training of university teaching staff for professional activity in multiethnic environment, particularly, for designing the content of multicultural education along with applying modern interactive educational technologies. The defined trends promote higher quality of education and regional human capital as indispensable provision for sustainable development of the coal mining region Kuzbass.

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19

Rácz, Krisztina. "The return of the ethnic? Multiculturalism from an ethnic minority perspective." Filozofija i drustvo 28, no. 2 (2017): 377–94. http://dx.doi.org/10.2298/fid1702377r.

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This article discusses theories of multiculturalism and ethnicity in light of the ethnic identification of minority youth. Namely, even though the primordialism vs. constructivism debate has led to an agreement about seeing ethnic identities as situational and strategic, often for members of ethnic minorities, including young people living in multiethnic environments, ethnic identities seem stable and salient. Relying on the case study of young Hungarian people in Serbia, the article argues that it is the minority status and the institutional setup building on ethnic divisions as the main social frame that make ethnic identities marked. Therefore I connect the case of Vojvodina Hungarian youth to more general debates on the multiethnicy, ethnic belonging and minority status.

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20

Mutang, Jasmine A., Chua B. Seok, Lailawati Madlan, Aminuddin I. Lastar, Shamsul A. Baharuddin, and Asong Joseph. "A Multiethnic Perception through the Eyes of Students." International Journal of Information and Education Technology 4, no. 3 (2014): 249–53. http://dx.doi.org/10.7763/ijiet.2014.v4.407.

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21

Ong, Andrew. "Neo-Calvinism and Ethnic Churches in Multiethnic Contexts." Journal of Reformed Theology 12, no. 3 (October 17, 2018): 296–320. http://dx.doi.org/10.1163/15697312-01203001.

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Abstract Despite neo-Calvinism’s thorny historic relationship with apartheid, this article retrieves from neo-Calvinism to contribute to the contemporary evangelical conversation about ethnic and multiethnic churches. Scholars of various disciplines have commonly accepted a link between neo-Calvinism and South Africa’s apartheid. Meanwhile, neo-Calvinists labor to sever this link, wishing to disentangle their tradition from apartheid’s evils, such as the enforcement of racially segregated churches. In reaction to the evils of such segregation, many contemporary Evangelicals have advocated for multiethnic churches that demographically reflect their ethnically diverse communities on the basis of Christian unity. This has implicitly and explicitly challenged the legitimacy of ethnic churches. This article contends that despite the link between neo-Calvinism and apartheid, and despite neo-Calvinist efforts to sever this link, neo-Calvinism offers good biblical and theological support for the establishment of ethnic churches in multiethnic contexts without at all denigrating multiethnic churches or falling into the evils of apartheid.

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22

Masdar, Muhammad, Harifuddin Harifuddin, Abdul Malik Iskandar, Faidah Azus, and Ahmad Usman. "Interactionism and Social Harmonization in Wonomulyo as the Multiethnic City." Jurnal Ilmiah Peuradeun 12, no. 2 (May 30, 2024): 899. http://dx.doi.org/10.26811/peuradeun.v12i2.1022.

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This study aims to (1) analyze the meaning of symbolic interactionism in multiethnic community members in the Wonomulyo District and (2) describe the sociometric form of symbolic interactionism in multiethnic communities in the Wonomulyo District. This research is qualitative research using a sequential exploratory design, namely qualitative-quantitative. Collecting data using in-depth interview techniques, observation, and literature study. Data analysis used a three-step technique: reduction, categorization, and conclusion. The results are (1) the interactionism in multiethnic society is built on openness, friendship, and kinship, and everyone likes this attitude so that social harmony is built; (2) The sociometric form of symbolic interactionism in Wonomulyo as a multiethnic city that Javanese as the dominant culture, namely open attitude, friendship, and kinship created social harmonization. The conclusion is that dominant culture plays a role in shaping societal tendencies, such as the harmonious Javanese culture, which is conditioning the culture of the Wonomulyo people always to be harmonious.

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23

Paris, Django. ""They're in My Culture, They Speak the Same Way": African American Language in Multiethnic High Schools." Harvard Educational Review 79, no. 3 (September 1, 2009): 428–48. http://dx.doi.org/10.17763/haer.79.3.64j4678647mj7g35.

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In this article, Paris explores the deep linguistic and cultural ways in which youth in a multiethnic urban high school employ linguistic features of African American Language (AAL) across ethnic lines. The author also discusses how knowledge about the use of AAL in multiethnic contexts might be applied to language and literacy education and how such linguistic and cultural sharing can help us forge interethnic understanding in our changing urban schools. The article not only fosters an understanding of how AAL works in such multiethnic urban schools, but also sheds light on opportunities for a pedagogy of pluralism—a stance toward teaching both within and across differences.

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Zaitseva, Elena Aleksandrovna, and Anatoliy Vyacheslavovich Nuzhdin. "Peculiarities of teaching and educating students in multiethnic educational environment." Samara Journal of Science 5, no. 2 (June 1, 2016): 154–59. http://dx.doi.org/10.17816/snv20162304.

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One of the main aims and objectives of Modern Russian education is to make a human be ready for effective working and interacting in the multiethnic educational environment. Different aspects of the multiethnic education are registered in numerous Legal Acts of the Russian federation. Educators multiethnic competence comprises such aspects as knowing national, religious, gender and other peculiarities of students under training, respective attitude towards them; the ability to behave in terms of cultural conformity as well as the ability to organize meaningful dialogue in a multiethnic group and to use these cultural peculiarities to enrich students personal experience. Moreover, educators multiethnic competence also includes understanding of students ethnopsychological reactions which are conditioned by their cultural background and national identity. The trainee has to anticipate and to resolve a conflict in a multiethnic group. Cultural studies of different nationalities have to be organized in different ways: among the most popular methods we are bound to mention the historical studies of nations and the annexation of different ethnic communities to the Russian federation, the history of an ethnic group contribution to the heroic deeds during wars and while defending the homeland. One of the most effective ways of understanding and assimilating other peoples traditions and customs is to make students participate in different national festivals, religious holidays and feasts. Reading national poets and writers contributes greatly to the better acquisition of the material as well. There are some other methods to get acquainted with cultures for example, National days, learning national games, songs, poems; collective projects, competitions, contests; work with families and family celebrations of national holidays with national food, family stories about strong family traditions and customs; training exercises which cultivate students tolerance towards other nations and ethnic groups etc.

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25

Kopetchuk, V. "The Problem of a Multiethnic Environment in the Scientific and Educational Literature." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 2(88) (March 30, 2017): 157–60. http://dx.doi.org/10.35433/pedagogy.2(88).2017.157-160.

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Summary. The article analyzes the scientific and educational literature on the issue of the multiethnic environment in the modern education system. The research identifies the main components and approaches to the formation of the multiethnic education. The concepts of patriotism and tolerance are considered, and the functions of international communication are characterized.

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Herring, David. "The Multiethnic Placement Act: Threat to Foster Child Safety and Well-being?" University of Michigan Journal of Law Reform, no. 41.1 (2007): 89. http://dx.doi.org/10.36646/mjlr.41.1.multiethnic.

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Despite the efforts of public officials to reduce the time children spend in foster care, many children live in foster homes for a substantial portion of their childhoods. In fact, a child placed in a foster home may remain in that home for an extended period, with a significant possibility of remaining there permanently. In light of this situation, the decision to place a child in a particular foster home is extremely important. The federal Multiethnic Placement Act ("MEPA ") significantly affects foster care placement decisions. This law expressly prohibits public child welfare agencies from delaying or denying a child's foster care or adoptive placement on the basis of race, color, or national origin. Federal officials have interpreted MEPA as barring public agencies from routinely and systematically considering race when placing children in particular foster homes. In other words, MEPA precludes these agencies from pursuing children's interests through a policy or practice of matching a child's race with that of his or her foster parent. To date, commentators who have examined MEPA have focused their attention on identifying and weighing the benefits and harms of transracial adoption for minority children and communities. As a consequence, they have not addressed the impact of MEPA on foster care placement decisions in any detail. In contrast, this Article examines foster care placement decisions. More specifically, this Article uses behavioral biology research on kinship cues and social psychology research on in-group favoritism to formulate a hypothesis that has implications for MEPA's prohibition on the routine consideration of race in making foster care placement decisions. Namely, children placed with non-kin, same-race foster parents are likely to be safer and healthier than children placed with non-kin, different-race foster parents. The Article calls for a test of this hypothesis, explains how such a test may proceed, and discusses possible implications for laws and policies that address race and foster care.

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Chandra, Kanchan. "Elite Incorporation in Multiethnic Societies." Asian Survey 40, no. 5 (September 2000): 836–65. http://dx.doi.org/10.2307/3021179.

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28

Blutinger, Jeffrey C. "Jews in the Multiethnic Mosaic." Southern California Quarterly 96, no. 2 (2014): 230–32. http://dx.doi.org/10.1525/scq.2014.96.2.230.

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29

Kulyk, Volodymyr. "Is Ukraine a Multiethnic Country?" Slavic Review 81, no. 2 (2022): 299–323. http://dx.doi.org/10.1017/slr.2022.152.

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This paper critically examines the widespread perception of Ukraine as a multiethnic country with clear boundaries between ethnic groups. It demonstrates that despite the Soviet legacy of rather strong institutionalization and discursive presentation of nationality, the post-Soviet state discontinued or downplayed most of the institutional mechanisms for the reproduction of ethnic distinctiveness and virtually abandoned the use of ethnic categories in official discourse. While several smaller minorities retained some institutional backing and discursive presence, the once very large group of ethnic Russians ceased to be publicly presented and popularly perceived as clearly distinct from the bulk of Ukrainians. At the same time, Ukrainian citizens differ greatly in their ethnocultural practices and ethnolinguistic identifications, hence Ukraine certainly remains ethnoculturally diverse, and this seems to be a more appropriate designation than “multiethnic.”

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Pérez, Raúl. "Ethnic humor in multiethnic America." Ethnic and Racial Studies 38, no. 3 (August 8, 2014): 514–15. http://dx.doi.org/10.1080/01419870.2014.943781.

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31

Lenox, Mary F. "Developing and Enhancing Multiethnic Understanding." Journal of Education for Library and Information Science 35, no. 2 (1994): 151. http://dx.doi.org/10.2307/40368396.

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Komlosy, Anouska. "International Workshop on Multiethnic Asia." Anthropology Today 19, no. 1 (February 2003): 23–24. http://dx.doi.org/10.1111/1467-8322.t01-1-00165.

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Eric Oliver, J., and Janelle Wong. "Intergroup Prejudice in Multiethnic Settings." American Journal of Political Science 47, no. 4 (October 2003): 567–82. http://dx.doi.org/10.1111/1540-5907.00040.

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Mouton, Charles P., Anne C. Larme, Cynthia L. Alford, Melissa A. Talamantes, Ryan J. McCorkle, and Sandra K. Burge. "Multiethnic Perspectives on Elder Mistreatment." Journal of Elder Abuse & Neglect 17, no. 2 (April 9, 2005): 21–44. http://dx.doi.org/10.1300/j084v17n02_02.

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35

Murphy, Alexander B. "Territorial Policies in Multiethnic States." Geographical Review 79, no. 4 (October 1989): 410. http://dx.doi.org/10.2307/215115.

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Ahmad, Fauziah, Ali Salman, Samsudin A. Rahim, Latiffah Pawanteh, and Abdul Latiff Ahmad. "Interethnic tolerance among multiethnic youth." Journal of Asian Pacific Communication 23, no. 2 (December 18, 2013): 270–85. http://dx.doi.org/10.1075/japc.23.2.08ahm.

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A pluralistic nation like Malaysia needs an extremely organised and sensible society in order to be fruitfully tolerant. Living in a plural community demands a strong willingness to accommodate different ethnic expectations. Tolerance is crucial for the achievement of the right kind of community. It takes a collective voice among all the communities on the character of the nation they want to live in, and the respective rights and obligations within it to overcome the challenge of managing a diverse society, more so in a multiethnic one. The nature of a tolerant society inclined its members to be attentive and open to form a relationship that is continuous and reliable. To understand youth’s life experience in regards to growing up amidst a multi-ethnic milieu, we have to explore their experiences to see how they are able to adapt and assimilate. This is an important aspect of fostering understanding with the different ethnic groups with motives that contribute to the formation of social citizenship and a participatory democracy. This research will focus on how Malaysian youth make sense of the seemingly calm and peaceful nation and how their negotiations and resolutions relate to their qualitative citizenship in a multi-ethnic society.

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Cristaldi, Flavia. "Multiethnic Rome: Toward residential segregation?" GeoJournal 58, no. 2/3 (2002): 81–90. http://dx.doi.org/10.1023/b:gejo.0000010827.68349.9e.

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Chandra, Kanchan. "Elite Incorporation in Multiethnic Societies." Asian Survey 40, no. 5 (September 2000): 836–65. http://dx.doi.org/10.1525/as.2000.40.5.01p01046.

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39

Zirkel, Sabrina. "Creating More Effective Multiethnic Schools." Social Issues and Policy Review 2, no. 1 (November 24, 2008): 187–241. http://dx.doi.org/10.1111/j.1751-2409.2008.00015.x.

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40

Walton, Emily, and Mae Hardebeck. "MULTIETHNIC NEIGHBORHOODS ON THE GROUND." Du Bois Review: Social Science Research on Race 13, no. 2 (2016): 345–63. http://dx.doi.org/10.1017/s1742058x16000230.

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AbstractAs our nation and our neighborhoods increasingly diversify, we should understand how to sustain integrated communities that are equally beneficial for all residents. Though our policies encourage diversity as a theoretical social good, we actually know little about what happens on the ground in multiethnic neighborhoods. We conduct a comparative case study of the only two Boston neighborhoods to have maintained at least 10% representation of four racial and ethnic groups over the past two decades. Using survey data and ethnographic field observations, we examine residents’ experiences in these two consistently multiethnic, yet very different, neighborhoods. We find that neighborhood socioeconomic and racial inequality and disadvantage matter for residents’ access to neighborhood resources and constraints, and their perceptions of sense of community. Notably, in the highly unequal South End, Whites and homeowners have greater access to amenities and have higher perceptions of sense of community in comparison to racial and ethnic minorities and renters. Socioeconomic disadvantage matters in Fields Corner, as evidenced by lower overall perceptions of sense of community and greater exposure to safety concerns among all groups in this neighborhood compared to residents of the South End. In the end, we argue that having multiple groups simply sharing neighborhood space over a stable period is not enough to overcome the social problems associated with residential segregation and isolation. In order to support equitable neighborhood integration amid the changing face of diversity, we should take cues from “diverse by direction” neighborhood models that include active organization and coalition building among dissimilar racial and ethnic groups.

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Johnston, Ron, Deborah Wilson, and Simon Burgess. "School Segregation in Multiethnic England." Ethnicities 4, no. 2 (June 2004): 237–65. http://dx.doi.org/10.1177/1468796804042605.

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Săcălean, Lucian, and Daniela Gîfu. "Psychosocial Influences in Multiethnic Communities." Procedia - Social and Behavioral Sciences 180 (May 2015): 127–35. http://dx.doi.org/10.1016/j.sbspro.2015.02.095.

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Contini, Rina Manuela. "Multiethnic Societies, Educational Policies, Citizenship." Procedia - Social and Behavioral Sciences 84 (July 2013): 1411–16. http://dx.doi.org/10.1016/j.sbspro.2013.06.765.

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Cleveland, Mark, and Cecelia Xu. "Multifaceted acculturation in multiethnic settings." Journal of Business Research 103 (October 2019): 250–60. http://dx.doi.org/10.1016/j.jbusres.2019.01.051.

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Burke, Gregory, Joao Lima, Nathan D. Wong, and Jagat Narula. "The Multiethnic Study of Atherosclerosis." Global Heart 11, no. 3 (September 1, 2016): 267. http://dx.doi.org/10.1016/j.gheart.2016.09.001.

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Pennen, Ton, and Karen Wuertz. "Building for a multiethnic neighbourhood." Netherlands Journal of Housing and Environmental Research 1, no. 1 (March 1986): 42–51. http://dx.doi.org/10.1007/bf02496453.

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Fong, Eric, and Kumiko Shibuya. "Multiethnic Cities in North America." Annual Review of Sociology 31, no. 1 (August 2005): 285–304. http://dx.doi.org/10.1146/annurev.soc.31.041304.122246.

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Elder, John P. "Preventing Smoking in Multiethnic Communities." American Journal of Health Behavior 25, no. 3 (May 1, 2001): 200–205. http://dx.doi.org/10.5993/ajhb.25.3.6.

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Oliver, J. Eric, and Janelle Wong. "Intergroup Prejudice in Multiethnic Settings." American Journal of Political Science 47, no. 4 (October 2003): 567. http://dx.doi.org/10.2307/3186119.

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Greer, Tim. "Accomplishing multiethnic identity in mundane talk." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 3 (September 1, 2012): 371–90. http://dx.doi.org/10.1075/prag.22.3.02gre.

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Abstract:

This paper examines identity-related interaction in a group of teenagers at an international school in Japan, focusing particularly on the discursive accomplishment of multiethnic identity among so-called half-Japanese (or “haafu”) people. The study employs Conversation Analysis (CA) and Membership Categorization Analysis (MCA) to document three instances of mundane talk in which such multiethnic Japanese teenagers are ethnified through the use of various identity categories and their associated activities and attributes. The analysis demonstrates that multiethnic people use a variety of discursive practices to refute unwanted ethnification, including reworking the category, casting themselves in a different category and refusing to react to category-based provocations. Common to all three cases is the fundamental issue of how ethnicity becomes a resource for speakers in everyday conversation.

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