Bibliografías temáticas / Ethnic identity

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Literatura académica sobre el tema "Ethnic identity"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Ethnic identity"

Keir, Scott S. "Ethnic Identity". Journal of Nervous and Mental Disease 180, n.º 2 (febrero de 1992): 138. http://dx.doi.org/10.1097/00005053-199202000-00022.

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Yoon, Eunju. "Measuring ethnic identity in the Ethnic Identity Scale and the Multigroup Ethnic Identity Measure-Revised." Cultural Diversity and Ethnic Minority Psychology 17, n.º 2 (2011): 144–55. http://dx.doi.org/10.1037/a0023361.

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Sakhiyeva, F., S. Berdibayeva, A. Shomanbayeva y A. Kalkhojayeva. "Ethnic Identity as an Ethnic Identity Aggregate Value Orientations". Procedia - Social and Behavioral Sciences 114 (febrero de 2014): 415–19. http://dx.doi.org/10.1016/j.sbspro.2013.12.722.

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van Bochove, Marianne, Jack Burgers, Amber Geurts, Willem de Koster y Jeroen van der Waal. "Questioning Ethnic Identity". Journal of Cross-Cultural Psychology 46, n.º 5 (abril de 2015): 652–66. http://dx.doi.org/10.1177/0022022115576961.

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Van Zevern, Claire. "Transnational ethnic identity". Peace Review 7, n.º 2 (enero de 1995): 171–76. http://dx.doi.org/10.1080/10402659508425872.

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이기주. "Gogol's ethnic identity". Journal of Foreign Studies ll, n.º 21 (septiembre de 2012): 195–216. http://dx.doi.org/10.15755/jfs.2012..21.195.

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Model, Suzanne W. "Constructing ethnic identity". Sociological Forum 1, n.º 2 (1986): 388–93. http://dx.doi.org/10.1007/bf01115746.

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Varghese, F. T. "Ethnic identity: Core identity or “accoutrement”?" Australian and New Zealand Journal of Psychiatry 34, s1 (enero de 2000): A69. http://dx.doi.org/10.1080/000486700797.

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Oberschall, Anthony y Hyojoung Kim. "Identity and Action". Mobilization: An International Quarterly 1, n.º 1 (1 de marzo de 1996): 63–85. http://dx.doi.org/10.17813/maiq.1.1.02845r073686838u.

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With the pursuit of ethnic idenitity as an example, we deduce some testable propositions on ethnic mobilization and polarization from a graphic analysis of a purposive action model. The method allows incorporation of identity in collective action models. In a village of two ethnic groups, people pursue two idenitities, their own ethnicity and a shared villager identity. Pursuit of their identities is constrained by the inter- and intra-ethnic organization of the village. We show that under fragile" inter-ethnic village organization, small changes in ethnocentrism can precipitate much change in the ethnic relations, whereas when inter-ethnic organization is "robust, " inter-ethnic relations change little, even when ethnocentrism changes a great deal. The effects of ethnic mobilization are studied, as when ethnic moderates close ranks with extremists to create polarization. The pursuit of political identity (dissidents, pragmatists) in repressive regimes can be similarly modeled and studied for predicting opposition to the regime.

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Joodaki, Abdol Hossein. "Ethnic identity: Negro’s double-consciousness and ethnic independency in August Wilson’s Fences". Journal of Language and Literature 5, n.º 1 (25 de febrero de 2014): 61–69. http://dx.doi.org/10.7813/jll.2014/5-1/10.

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Tesis sobre el tema "Ethnic identity"

Gisselquist, Rachel M. "Ethnic leftists, populist ethnics : the new politics of identity". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42391.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 2007.
Includes bibliographical references (v. 2, leaves 398-434).
Group identifications - in particular, those based on ethnicity and class - are central to political mobilization during elections. This dissertation asks: when and why does the salience of ethnic and class categories vary across elections in emerging democracies? It argues that which categories are politicized has less to do with which categories are most salient to voters and more to do with which are most useful to politicians. The strategies of politicians, however, are contrained in a particular ways, by opportunity, which is provided by party system crises, and by the political space, which is given by the structure of existing social identity categories, particularly their sizes and degrees of overlap with traditionally-politicized categories. Given the institutional rules, size and overlap affect which identity groups have the numbers to win and which describe similar constituencies that could be switched between for political expediency. The project nests the theory within an explanatory framework describing four key factors that drive variation in identification: voter preferences, political institutions, party institutions, and elite manipulation. The dissertation presents data from three sources: a fieldwork-based study of Bolivian party politics, focusing on the democratic period from 1982 to 2005; data from the "Constructivist Dataset on Ethnicity and Institutions (CDEI)" on political parties and elections in Latin America in the early 1990s; and four shadow cases from the Andean region (Colombia, Ecuador, Peru, and Venezuela). These data are used to map variation in identification across countries and over time; to illustrate the plausibility of the argument and to test it against predictions drawn from alternative hypotheses; and to explore the generalizability of the argument.
by Rachel Miyoshi Gisselquist.
Ph.D.

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Jones, Matthew D. "Navajo Ethnic Identity and Acculturation: Discovering Connections Between Ethnic Identity, Acculturation, and Psychosocial Outcomes". DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6184.

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American Indians are severely disadvantaged and yet known relationships among risk and protective factors and cultural identification are limited. The current study assessed associations among measures of acculturation, ethnic identity, and psychosocial outcomes among Navajo adolescents. Adjustment of Navajo adolescents in the domains of school bonding, social functioning, self-esteem, depression, delinquent behaviors, and substance use was assessed. Navajo adolescents, between the ages of 14 and 18, also completed a self-report questionnaire containing the Revised Multigroup Ethnic Identity Measure, the Orthogonal Cultural Identification Scale, and the Native American Acculturation Scale. Measures of ethnic identity were positively associated with aspects of psychosocial functioning for Navajo adolescents, with stronger predictions of school bonding, self-esteem, and social functioning outcomes emerging for males. The students' sense of affirmation and belonging to their ethnic heritage emerged as the strongest predictor of positive outcomes.

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Gold, Lisa Renee. "Communicating Ethnic Identity through Art". Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515168.

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Morgan, Amanda K. "Ethnic Identity and Migrant Youth". DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/2847.

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This study sought to examine the relationship between ethnic identity and the grade and gender of the subjects. Changes in ethnic identity over time were also analyzed. Students attending grades four through eight of the Nyssa Migrant School summer program participated in this study. One hundred twenty-four participants completed the pretest, eighty-nine completed the posttest, with a total of seventy-nine completing both the pretest and posttest. Students responded to the Multigroup Ethnic Identity Measure, which examined the subcategories of belonging and exploration to comprise the overall ethnic identity level. Scores were compared by grade and by gender at pretest and at posttest. Scores were also examined in those same subgroups for a change over time in the 79 subjects completing both the pretest and posttest. Though not statistically significant, results indicated a trend for males as a whole to show a greater increase in overall ethnic identity over the course of the summer school program than their female counterparts. Results also showed an increase (although not statistically significant) in ethnic identity for the group as a whole over the course of the six-week program, warranting further investigation into the summer program's effectiveness for enhancing ethnic identity. This aforementioned increase was more pronounced in children in the older grades, supporting a developmental progression of ethnic identity. At both the pretest and posttest, adjusted means for belonging were statistically significantly higher than those for exploration, F(l, 77) = 171.03,p = .000; F(l, 77) = 141.12,p = .000, respectively. Implications of these findings for future programs and future research are discussed.

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Bergquist, Kathleen Leilani Ja. "Racial identity, ethnic identity, and acculturation in Korean adoptees". W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539618676.

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This study explored the relationships between racial identity, ethnic identity, and acculturation in transracial Korean adopted adolescents. The research questions were as follows: What is the relationship between racial and ethnic identity for adoptees? What is the relationship between racial identity and adoptees' level of acculturation? What is the relationship between adoptees' level of acculturation and ethnic identity? The research was exploratory in nature and entailed a quantitative design comprised of (1) a demographic profile, (2) Helm's (1995) People of Color Scale to measure racial identity, (3) Suinn-Lew's (1992) Self-Identity Acculturation Scale (SL-ASIA) to measure ethnic identity, and (4) Schonpflug's (1997) Need for Assimilation, Differentiation, and Inclusion Scale to determine level of acculturation.;The sample group was comprised of 69 adoptees ranging in age from early-adolescence (11--14 years) to mid-adolescence (15--17 years), and early adulthood (18--25 years). Findings, for the most part, substantiated the hypothesized relationships between the three constructs. It was determined that the more adoptees derive their racial identity from a white reference group orientation, the more likely they were to be Western-identified ethnically, and were to be more highly acculturated into the American mainstream. Also, adoptees who align themselves with Korean or Asian cultural practices, or affiliate more with other Asians, have a higher need to be acculturated and/or included into their own racial and/or ethnic group. This was indicated by an inverse relationship between ethnic identity and acculturation. There were strong significant correlations between racial identity and acculturation as measured by the People of Color Scale (POC) and Need for Assimilation, Differentiation, and Inclusion Scale. Findings indicated that as adoptees have a greater ability to define a dualistic racial identity for themselves, embracing both their Korean heritage and western acculturation, they have an increased need for inclusion into their own ethnic group. The group as a whole is characterized as embracing a dualistic racial identity while tending to be more Western-identified ethnically, and having a somewhat greater need for assimilation or inclusion into the Korean community than differentiation from it.;This study illustrates that adoptees do progress through a process of racial identity development, although it may look different than for other racial minorities and Asian Americans. The more salient factors for adoptees seem to be own-group affiliations, both externally imposed or self-selected, and their experiences as Asians or Koreans in this country, rather than a need to be culturally Korean.

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Malmquist, Ludvig. "The ethnic identity of the Sami people : A study about the perception of Samis’ ethnic identity". Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100674.

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The purpose of this thesis is to analyze perceptions about the Sami ethnic identity. In order to analyze the topic, this thesis is using a qualitative method. It seeks to answer the research questions “how do the Sami perceive they can live and express their ethnic identity?” and “how are the Sami people´s ethnic identity being portrayed by others”?. The conclusions were reached through studying language and to be more specific, a discourse analysis using various academic papers and from newspaper articles. The analysis is based on a broad analytical framework which consists of stigma by Goffman, Ethnicity by Olsson, Ålund, and Johansson, and ethnic identity three-stage model development by Phinney. These theories and concepts were chosen since they are the most suitable theories in order to analyze the objective. The findings were broken down into four different topics, the topics are “reindeer herding”, “relationship with each other and other indigenous groups”, “climate change” and “Sami identity”. The results suggest that Sami people are proud of their identity and that they can express their identity, even though there are perceptions that they live in a colonial system. The results also suggest that non-Sami people very often perceive the Sami ethnicity in a negative way. The results correspond to stigma and ethnicity and mostly regarding ethnic identity development. However, there are some flaws in the ethnic identity development three-stage model.

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Regany, Fatima. "Lorsque la mère immigrée et sa fille font leurs achats ensemble : interactions et construction de l'identité ethnique dans la dyade". Thesis, Lille 2, 2012. http://www.theses.fr/2012LIL20018.

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Lorsque la mère immigrée et sa fille font leurs achats ensemble : interactions et construction de l'identité ethnique dans la dyade
When the immigrant mother and her daughter shop together : interactions and construction of ethnic identity in the dyad

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Wijk, Jonna. "National – Local – Ethnic or Religious Identity?" Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-4181.

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Tanzania is amongst other things known for its ethnic diversity. In 1987 it was established that Tanzania had 130 different African ethnic groups. Despite the ethnic diversity Tanzania is successful in acceptance and famous for being a country in peace. Peoples identity creation is a constantly evolving process and is therefore difficult to define and categorize. Despite that this essay aims to get an understanding of Tanzanians cultural integration. How do people define themselves in terms of their own identity? What matter the most, is it religion, the local or national community? How important is the ethnic inheritance in the urban society? Is it one or more of these categorizations that people have a stronger connection to. How important is the language and the ability to communicate with each other to maintain a peaceful stability? These questions where asked to inhabitants of the town Babati which is situated in the northern parts of Tanzania. The interviews took place during a three week long field study February – March 2010.

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Nincic, Vera. "Serbian virtual community and ethnic identity". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ53403.pdf.

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McCreanor, Sheila J. "Ethnic identity in Catholic primary schools /". Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.

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Libros sobre el tema "Ethnic identity"

Zang, Ted. Destroying ethnic identity. New York, NY: Human Rights Watch, 1991.

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Beckerleg, Susan. Ethnic Identity and Development. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230107786.

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B, Gudykunst William, ed. Language and ethnic identity. Clevedon: Multilingual Matters, 1988.

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Tsai, Chang-Yen. National identity, ethnic identity, and party identity in Taiwan. Baltimore, MD: University of Maryland School of Law, 2007.

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Rex, John. Ethnic identity and ethnic mobilisation in Britain. Coventry: Centre for Research in Ethnic Relations, University of Warwick, 1991.

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1930-, Ashraf Ali, ed. Ethnic identity and national integration. New Delhi: Concept Pub. Co., 1994.

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Hall, Jonathan M. Ethnic Identity in Greek antiquity. Cambridge: Cambridge University Press, 1997.

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A, Fishman Joshua, ed. Handbook of language & ethnic identity. New York: Oxford University Press, 1999.

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Max, Engman, ed. Ethnic identity in urban Europe. [Strasbourg]: European Science Foundation, 1992.

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1959-, Fong Mary y Chuang Rueyling 1964-, eds. Communicating ethnic and cultural identity. Lanham, MD: Rowman & Littlefield Publishers, 2004.

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Capítulos de libros sobre el tema "Ethnic identity"

Phinney, Jean S. "Ethnic and racial identity: Ethnic identity." En Encyclopedia of Psychology, Vol. 3., 254–59. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10518-122.

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Levesque, Roger J. R. "Ethnic Identity". En Encyclopedia of Adolescence, 857–60. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_31.

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LaCaille, Lara, Anna Maria Patino-Fernandez, Jane Monaco, Ding Ding, C. Renn Upchurch Sweeney, Colin D. Butler, Colin L. Soskolne et al. "Ethnic Identity". En Encyclopedia of Behavioral Medicine, 714. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1005-9_100579.

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Delgado, Camila Godoy. "Ethnic Identity". En Encyclopedia of Immigrant Health, 644–48. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_260.

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Levesque, Roger J. R. "Ethnic Identity". En Encyclopedia of Adolescence, 1209–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_31.

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Umaña-Taylor, Adriana J. "Ethnic Identity". En Handbook of Identity Theory and Research, 791–809. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7988-9_33.

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Kiang, Lisa y Oscar A. Baldelomar. "Ethnic Identity Formation". En Encyclopedia of Adolescence, 860–70. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_298.

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Nagle-Yang, Sarah. "Situational Ethnic Identity". En Encyclopedia of Immigrant Health, 1351–53. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_703.

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Kiang, Lisa y Oscar A. Baldelomar. "Ethnic Identity Formation". En Encyclopedia of Adolescence, 1212–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_298.

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Lin, Annie I. y Derald Wing Sue. "Adolescent Ethnic Identity". En Encyclopedia of Cross-Cultural School Psychology, 85–88. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_11.

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Actas de conferencias sobre el tema "Ethnic identity"

Baykova, Olga, Olga Obukhova, Galina Porchesku, Nina Evstafieva y Irina Andryushchenko. "Ethnic Identity as a Dynamic Process: Ethnic Identity Parameters". En Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.105.

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Alexander, Harold. "Markers Of Ethnic Identity". En The International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2007. http://dx.doi.org/10.13033/isahp.y2007.034.

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Pașca, Roxana. "Dysphemisms and ethnic identity". En International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/64.

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Dysphemisms are a multidimensional phenomenon consisting of vulgar or socially unaccepted words. The paper aims to analyse ethnic slurs from the perspective of political correctness, a relatively recent phenomenon that requires the use of a certain type of vocabulary according to various linguistic taboos. The corpus consists of a series of ethnonyms investigated in communicative contexts taken from the written press. The theoretical support of the research is based on socio-, pragma- and psycholinguistics.

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Makarevics, Valerijs y Dzintra Ilisko. "Ethnic Identity and Sustainable Development". En 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.038.

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Risnawati, Risnawati, Tuti Bahfiarti y Muhammad Farid. "Construction of Ethnic Identity in the Inter-Ethnic Conflict". En Proceedings of the 2nd International Conference on Social Sciences, ICONESS 2023, 22-23 July 2023, Purwokerto, Central Java, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.22-7-2023.2335513.

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Urdan, Tim. "Exploring the Multidimensionality of Ethnic Identity". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578929.

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Volkova, Olga, Oksana Besschetnova y Alla Ostavnaja. "DISTANCE EDUCATION AS A WAY OF SAVING ETHNIC AND CULTURAL IDENTITY OF MIGRANT CHILDREN". En eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-038.

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The relevance of the research topic is determined by the fact that the number of people involved in the international migration process is increasing annually. On the one hand, it is important to integrate migrant children into the social and cultural system of the host country. On the other hand, it should be taken into account the issue of preserving of their ethnic and cultural identity. In this regard, preserving ethnic and cultural identity of children who migrate with their parents is an important issue. The purpose of this article is to show the opportunity of using distance education methods in preserving migrant children’s ethnical and cultural identity. The research was carried out in 2016-2017 and on the territory of six European countries and in Belgorod region (Russia), and was based on the use of in-depth interviews as well as focus groups with migrants. The results showed the following. First, migrants have difficulties to maintain their ethnic and cultural identity in the host country, it is especially truly for migrant children who much faster than adults can integrate into the host community and lose their ethnic and cultural identity. Secondly, the Internet provides to children an access to wide range of educational resources regardless of the area of their residence. Most of these trainings are conducted in native language, in the traditional ethno-cultural context. Third, the content of distance learning can be individual, depending on age, previous education, personal interests, etc. Fourth, distance education can be used by migrant children as well as the whole migrant community. Fifth, distance education can include a range of disciplines and activities specific to particular ethno-cultural groups of migrants (linguistics, religious studies, history, literature, cooking, crafts, etc.).

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Kukushkina, A. G. "Study Of The Future Teacher Ethnic Identity". En Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.37.

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Ryabova, O. N. y A. A. Mikhailov. "ETHNIC COSTUMEAS A WAY OF GAINING IDENTITY". En Построение систем управления устойчивым развитием территории: аспекты цифровизации. Иваново: Ивановский государственный политехнический университет, 2021. http://dx.doi.org/10.47367/978-5-88954-515-6_2021_1_11.

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Chkhikvadze, Tinatin y Ermofili Dranidou. "ETHNIC IDENTITY OF GREEKS LIVING IN THEIR HOMELAND AND IN RUSSIA". En NORDSCI International Conference Proceedings. Saima Consult Ltd, 2019. http://dx.doi.org/10.32008/nordsci2019/b1/v2/27.

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Ethnic identity as a sense of belonging based on our ancestry, cultural heritage, values, and traditions helps us to find our place in our homeland. But what if a person migrates to another country for purpose of getting a job or education? Do people living in their homeland and those who study or work abroad have differences in their ethnic identity? These questions became the basis of our investigation. The study`s purpose was to investigate the ethnic identity of Greeks in their homeland and Russia in order to find out how ethnic identity is determined by such factors as country (homeland or foreign country), occupation (work or study) and sex (male or female). We used the following questionnaires: The Multigroup Ethnic Identity Measure (MEIM) by Jean S. Phinney, The Positive and Uncertain Ethnic Identity Measure by A.N. Tatarko and N.M. Lebedeva, The Twenty Statements Test by Manfred Kuhn & Thomas McPartland adapted by T.V. Rumyantseva. We conducted Mann-Whitney U-test and multivariate analysis of variance. Results indicate the following. There are differences between Greeks living in their homeland and in Russia. Namely, those living in Russia surpass in affective component of ethnic identity, positive and uncertain ethnic identity. They have more answers reflecting their Greek nationality. Greeks living in Greece have a higher level of ethnic identity search. These differences were corroborated among both men and women. Among students, we found out the same differences except for positive ethnic identity. The Greeks working in Greece showed higher uncertain ethnic identity than those working in Russia. There are differences in ethnic identity between Greeks who work or study. Those who work have higher results in ethnic identity and ethnic identity search among all groups. Working women also have higher results in positive and uncertain ethnic identity. Greeks working in Greece also surpass Greeks studying in the homeland in a number of answers reflecting their religion and in uncertain ethnic identity and concede in positive ethnic identity. Among those living in Russia, students have higher results in uncertain ethnic identity and lower in positive ethnic identity. As for the differences among men and women, Greek women have a more positive ethnic identity and men – uncertain ethnic identity. The same results we got among those who live in the homeland. But there were found no differences between Greek men and women living in Russia. Working men have higher results in ethnic identity search and lower positive ethnic identity in comparison to working women. Male students have higher results in uncertain ethnic identity and affective components of ethnic identity. As for the multivariate analysis of variance, it showed us the following. The factor sex determines ethnic identity, ethnic identity search, positive and uncertain ethnic identity. The factor country (homeland or Russia) determines affective component and ethnic identity search, positive and uncertain ethnic identity. The factor employment (work or study) determines ethnic identity search and positive ethnic identity.

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Informes sobre el tema "Ethnic identity"

Tucker, Dylan. A Literature Review of Determining Ethnic Identity. Ames (Iowa): Iowa State University, agosto de 2023. http://dx.doi.org/10.31274/cc-20240624-48.

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Bisin, Alberto, Eleonora Patacchini, Thierry Verdier y Yves Zenou. Bend It Like Beckham: Ethnic Identity and Integration. Cambridge, MA: National Bureau of Economic Research, octubre de 2010. http://dx.doi.org/10.3386/w16465.

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Lo, Pui-Lam. Ethnic Identity Changes Among Hong Kong Chinese Americans. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6483.

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Carretta, Thomas R. y Malcolm J. Ree. Near Identity of Cognitive Structure in Sex and Ethnic Groups. Fort Belvoir, VA: Defense Technical Information Center, agosto de 1998. http://dx.doi.org/10.21236/ada353567.

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Flannigan, Alaina, Rachel Rosenberg, Ramatou Diakite, Alyssa Ibarra, Kaya-Nadine Edmondson-Deigh, Teddy Smith, Alexander Gaither y Mya' Sanders. Foster Care and the Development of Racial and Ethnic Identity. Child Trends, Inc., julio de 2024. http://dx.doi.org/10.56417/7959k6630s.

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Lowes, Sara, Nathan Nunn, James Robinson y Jonathan Weigel. Understanding Ethnic Identity in Africa: Evidence from the Implicit Association Test (IAT). Cambridge, MA: National Bureau of Economic Research, enero de 2015. http://dx.doi.org/10.3386/w20885.

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Peterson, Jay. Ethnic and Language Identity Among a Select Group of Vietnamese-Americans in Portland Oregon. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.7179.

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Willis, Craig. ECMI Minorities Blog. Ethnic Identity and Football in Mostar – A Clear Divide along the Old Front Line. European Centre for Minority Issues, diciembre de 2023. http://dx.doi.org/10.53779/sklp2233.

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This blogpost addresses the question of how ethnic identities (and societal divisions) in the city of Mostar, Bosnia and Herzegovina, are expressed through football and considers how this dominates the city’s linguistic landscape. It is therefore embedded in the context of previous literature on sport and identity but also the discipline of sociolinguistics. The post discusses the prominence of street murals and graffiti relating to Mostar’s two football clubs, FK Velež Mostar and HŠK Zrinjski Mostar, outlining how the situation is very much territorially divided along the same geographical points of the ethnic conflict in the early 1990s

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Viets, Heather. Little Russia: Patterns in Migration, Settlement, and the Articulation of Ethnic Identity Among Portland's Volga Germans. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.6324.

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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, febrero de 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.

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