Gotowe bibliografie tematyczne / Cultural equity

Gotowa bibliografia na temat „Cultural equity”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Cultural equity"

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Harrison, Penny. "Cultural humility in nursing". Gastrointestinal Nursing 20, nr 4 (2.05.2022): 30. http://dx.doi.org/10.12968/gasn.2022.20.4.30.

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Marie-Mitchell, Ariane. "Cultural Humility and Equity". Neonatology Today 16, nr 5 (20.05.2021): 48–50. http://dx.doi.org/10.51362/neonatology.today/202151654850.

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Abromeit, Kathleen A. "Association for Cultural Equity". Music Reference Services Quarterly 15, nr 3 (lipiec 2012): 211–14. http://dx.doi.org/10.1080/10588167.2012.700204.

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Anggraeni, Rila. "INDONESIA CULTURAL TOURISM DESTINATION EQUITY". JBFEM 2, nr 2 (28.10.2019): 141–52. http://dx.doi.org/10.32770/jbfem.vol2141-152.

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Cultural tourism destination has unique offerings compared with any other tourism sector because its cultural resource can attract visitors by giving them an authentic and novel cultural experience. However, there has been a lack of studies measuring cultural tourism destination equity, especially in Indonesia. This research aims to investigate the linkage of cultural tourism destination awareness, cultural tourism destination image, cultural tourism destination perceived quality, and cultural tourism destination loyalty. The data collected from 227 visitors of Garuda Wisnu Kencana Cultural Park Bali, Indonesia by using the convenience sampling method. The results show that there is a significant relationship between cultural tourism destination equity. The findings of this study provide a better understanding of the cultural tourism destination equity, which is insightful to increase the cultural tourism destination's sustainable development and competitive advantage.
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PURSIAINEN, VESA. "Cultural Biases in Equity Analysis". Journal of Finance 77, nr 1 (grudzień 2021): 163–211. http://dx.doi.org/10.1111/jofi.13095.

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Chu, Shuqing, Shumin Tu, Nuo Wang i Weiran Zhang. "Information Equity and Cultural Sharing". International Journal of Library and Information Services 9, nr 1 (styczeń 2020): 10–24. http://dx.doi.org/10.4018/ijlis.2020010102.

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It is very important to study public library services available to migrant workers, which have the potential to enrich public library services and promote social equity. After analyzing the present situation and characteristics of migrant workers in China, this article takes the services for migrant workers offered by Hangzhou Public Library as an example and explores the best ways to service migrant workers in public libraries, including how to further break down the obstacles to service, how to expand the mode of service, and how to make a greater effort to optimize the growth environment of migrant workers and promote their integration into urban cultural life in the future.
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Siddiqi, N., i M. Shafiq. "Cultural value orientation and gender equity: a review". Social Psychology and Society 8, nr 3 (2017): 31–44. http://dx.doi.org/10.17759/sps.2017080304.

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In the recent past, gender issues have grabbed substantial attention from social scientists, activists and academic fraternity. Right from family to workplace to society at large, attempts have been initiated to advocate equal rights for women in different spheres of life. Despite social activists and policy makers striving hard towards gender sensitization, gender discrimination still persists in various domains of life. Therefore, there is a strong need to identify the factors that potentially determine people’s attitude towards gender equity. With this very objective, the current study examines existing literature on gender discrimination and its association with Hofstede’s (1980) cultural values. Following the “Gender-Organization-System Approach”, the present study postulates that gender equality or inequality results from a complex interaction of individual, organizational and societal factors and that it cannot be explained in isolation from the broader socio-cultural milieu. Extensive review of literature indicates that cultural values are significant predictors of people’s attitude towards gender equity and that the extent to which people conform to existing gender roles determine how much people support the idea of gender equality. The study has significant practical implications since, by means of detecting such “causal factors”, more positive attitudinal changes can be brought about and gender egalitarian attitudes can be cultivated.
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Berry, John W., i David L. Sam. "Accommodating Cultural Diversity and Achieving Equity". European Psychologist 18, nr 3 (styczeń 2013): 151–57. http://dx.doi.org/10.1027/1016-9040/a000167.

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Johnson, Jeff. "Literature, political correctness and cultural equity". English Today 8, nr 2 (kwiecień 1992): 44–47. http://dx.doi.org/10.1017/s0266078400006350.

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GAERTNER, WULF, i LARS SCHWETTMANN. "Equity, Responsibility and the Cultural Dimension". Economica 74, nr 296 (listopad 2007): 627–49. http://dx.doi.org/10.1111/j.1468-0335.2006.00563.x.

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Rozprawy doktorskie na temat "Cultural equity"

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Early, G. P., i 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 Cho
District 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.

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Książki na temat "Cultural equity"

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Lachat, Mary Ann. Standards, equity and cultural diversity. Providence, RI: Northeast and Islands Regional Educational Laboratory, LAB, 1999.

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Gawaian, Bodkin-Andrews, i Mooney Janet Dr, red. Indigenous peoples: Education and equity. Charlotte, NC: Information Age Pub., 2012.

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United States. Congress. House. Committee on Government Operations. The challenge of cultural diversity and cultural equity at the Smithsonian Institution: Ninth report. Washington: U.S. G.P.O., 1989.

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Equity and excellence in education: Towards maximal learning opportunities for all students. New York: Routledge, 2011.

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Stubborn roots: Cultivating cultural flexibility and equity in U.S. and South African schools. New York: Oxford University Press, 2012.

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Gorard, Stephen. Equity in education: An international comparison of pupil perspectives. New York: Palgrave Macmillan, 2010.

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Campbell, James Reed. Equity studies on the international scene: Studies from the United States, Europe and Asia. Jamaica, NY: Center for Global Education, St. John's University, 1999.

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Brown, Elinor L., Cynthia F. K. Lee i Alexander S. Yeung. Communication and language: Surmounting barriers to cross-cultural understanding, educational equity, and social justice. Charlotte, NC: Information Age Pub., 2012.

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Blau, Francine D. Understanding international differences in the gender pay gap. Cambridge, MA: National Bureau of Economic Research, 2001.

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Dr, Smith Emma, red. Equity in education: An international comparison of pupil perspectives. New York: Palgrave Macmillan, 2010.

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Części książek na temat "Cultural equity"

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Torelli, Carlos J. "Cultural Equity". W Globalization, Culture, and Branding, 35–58. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137331953_2.

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Torelli, Carlos J. "Leveraging and Protecting Cultural Equity". W Globalization, Culture, and Branding, 135–54. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137331953_7.

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Avrami, Erica. "Sustainability, intergenerational equity, and pluralism". W Cultural Heritage and the Future, 198–216. London ; New York, NY : Routledge/Taylor & Francis Group, 2021. |: Routledge, 2020. http://dx.doi.org/10.4324/9781315644615-13.

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Lester, Jessica Nina, i Michelle O’Reilly. "Introduction to the Social, Cultural, and Political Discourses of Autism". W Education, Equity, Economy, 1–15. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2134-7_1.

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Wright, Patricia, i Johanna Murphy. "Cultural Humility, a Path to Equity". W Handbook of Quality of Life for Individuals with Autism Spectrum Disorder, 207–22. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98507-3_12.

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Lesorogol, Carolyn K. "Fairness in Cultural Context". W Interdisciplinary Perspectives on Fairness, Equity, and Justice, 129–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58993-0_8.

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Kates, Laura. "Creating Civically Engaged Writing in a Cross-Cultural Teacher Education Class: Challenges and Possibilities". W Education, Equity, Economy, 133–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22945-4_8.

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Bevan, Bronwyn, Cecilia Garibay i Rabiah Mayas. "Theories of rightful presence in socio-cultural contexts". W Theorizing Equity in the Museum, 111–27. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823191-7.

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Lester, Jessica Nina, i Michelle O’Reilly. "The Social, Cultural and Discursive Construction of Autism as a Mental Health Condition and Disability: Different Perspectives". W Education, Equity, Economy, 57–81. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2134-7_4.

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Naidoo, Prem, Mike Savage i Kopano Taole. "Science Education and the Politics of Equity". W Socio-Cultural Perspectives on Science Education, 75–97. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5224-2_5.

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Streszczenia konferencji na temat "Cultural equity"

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Ko, Eunju, Chang Han Lee i Lisa Kesper. "CULTURAL PERSPECTIVES ON GLOBAL CUSTOMER EQUITY". W Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.08.07.03.

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Bu, Xin. "Gender Equity and Cultural Dimensions on PISA for Development 2015". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1584210.

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Tzu-Lun, Huang, i Shih-Ming Kuo. "Dual Effects of Google Searching on Equity Returns". W 2018 5th International Conference on Behavioral, Economic, and Socio-Cultural Computing (BESC). IEEE, 2018. http://dx.doi.org/10.1109/besc.2018.8697295.

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Chen, Yuehan, Wenlong Yang i Lizhi Zhang. "The Impact of the COVID-19 on Private Equity". W 2021 3rd International Conference on Economic Management and Cultural Industry (ICEMCI 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211209.359.

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Su, Liping, i Huimin Zhang. "Environmental Information Disclosure Quality and Equity Financing Cost". W Proceedings of the 2019 International Conference on Economic Management and Cultural Industry (ICEMCI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191217.021.

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Nan Liu, Laisheng Xiang i Xiyu Liu. "Research on equity-based crowdfunding based on corporate finance theory". W 2015 International Conference on Behavioral, Economic and Socio-cultural Computing (BESC). IEEE, 2015. http://dx.doi.org/10.1109/besc.2015.7365948.

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SUN, Jing-shui, i Pei-pei CAI. "Research on Measurement and Early Warning of Redistribution Equity". W Proceedings of the 2019 International Conference on Economic Management and Cultural Industry (ICEMCI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.191217.008.

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Wang, Huanzhang, Sang Jin Kim, Kyung Hoon Kim i Haemin Seok. "CUSTOMER EQUITY IN TRADITIONAL MARKETS: CROSS-CULTURAL STUDY BETWEEN CHINA AND KOREA". W Bridging Asia and the World: Global Platform for Interface between Marketing and Management. Global Alliance of Marketing & Management Associations, 2016. http://dx.doi.org/10.15444/gmc2016.10.06.01.

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Isaac, Joseph, Yerika Jimenez i Christina Gardner-McCune. "Engaging 4th and 5th Grade Students with Cultural Pedagogy in Introductory Programming". W 2020 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2020. http://dx.doi.org/10.1109/respect49803.2020.9272435.

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Wu, Yuqiong, i Yu Liu. "Study on Class Teaching Equity in Cooperative Group Learning*". W Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.077.

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Raporty organizacyjne na temat "Cultural equity"

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Hood, Sula, Brittany Campbell i Katie Baker. Culturally Informed Community Engagement: Implications for Inclusive Science and Health Equity. RTI Press, styczeń 2022. http://dx.doi.org/10.3768/rtipress.2023.op.0083.2301.

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Public health efforts seeking to reduce disparities and promote equity must be inclusive to reach their full potential. Interventions, programs, and initiatives designed to promote health equity among Communities of Color must be culturally informed. Communities and the cultural values and practices that shape them are closely intertwined, creating opportunities for a more intentional approach to community engagement. Yosso’s framework of Community Cultural Wealth (CCW) emphasizes six forms of capital that People and Communities of Color use to thrive and succeed: social, navigational, linguistic, familial, resistant, and aspirational. We anchor our approach—culturally informed community engagement—in the core tenets of CCW. This paper discusses CCW and its applicability and utility for facilitating culturally informed community engagement in health research. In our approach, asset-based frameworks intersect with community engagement, CCW, and principles of health equity. We discuss how applying CCW to conducting community-engaged research promotes health equity, inclusive science, and authentic relationships with community partners. Lastly, we provide applied examples of community-engaged interventions that leverage cultural assets in Communities of Color to reduce disparities and promote health equity.
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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor i Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, październik 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter i Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Casseb, Marcia, Umberto Bonomo, Thaise Gambarra, Salma Abraham i Osvaldo Cristaldo. El Patrimonio Vivo del Centro Histórico de Asunción: CHA mbaetee oikovéva gueteri. Banco Interamericano de Desarrollo, październik 2022. http://dx.doi.org/10.18235/0004548.

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Esta publicación recopila y visibiliza un trabajo de larga trayectoria realizado en el marco del Programa Patrimonio Vivo en Asunción del Paraguay y desarrollado por la mesa interinstitucional de trabajo conformado por el equipo técnico del Banco Interamericano de Desarrollo (BID) y representantes de las instituciones locales (Ministerio Urbanismo Vivienda y Hábitat; Secretaria Nacional de Cultura; Secretaria Nacional de Turismo y Municipalidad de Asunción). Patrimonio Vivo es un programa de carácter multisectorial liderado por el BID con apoyo del Gobierno de España, orientado a impulsar la conservación y puesta en valor del patrimonio urbano material e inmaterial como catalizador para el progreso económico, ambiental y social, y como medio para fortalecer la identidad cultural y el desarrollo urbano sostenible de las ciudades de América Latina y el Caribe. El libro Patrimonio Vivo del CHA contiene parte de la información desarrollada durante el programa y se basa en los contenidos del registro oficial del patrimonio y la información levantada a partir de los talleres participativos desarrollados durante la fase inicial y diagnostica con la participaron gestores culturales, académicos y de la sociedad civil. El material de aprendizaje presenta qué y cuáles son los patrimonios identificados en el Centro Histórico de Asunción (CHA) y alrededores. Juntos revisaremos cómo está y cómo se protege el patrimonio cultural y natural; y finalmente presentaremos las principales estrategias para potenciar las riquezas patrimoniales del CHA. Este libro es una invitación a entender el patrimonio como una oportunidad para recuperar y poner en valor la riqueza y diversidad cultural y natural existente en el CHA, así como la urgencia en construir estrategias para potenciar su salvaguarda.
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Megersa, Kelbesa. Gender and Tax: Programming and Evidence. Institute of Development Studies, luty 2021. http://dx.doi.org/10.19088/k4d.2021.040.

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Generally, policymakers and tax analysts (as well as donors concerned about gender equity) have not made proper consideration about how tax policies and tax reforms can interact with gendered cultural norms in developing countries. However, there are worries that tax systems are biased against women and that recent tax reforms may increase the incidence of taxes on women and other underprivileged groups – while, at the same time, failing to garner sufficient tax revenue to fund social programmes necessary to enhance their lives. Since women in developing countries are particularly vulnerable to poverty, a comprehensive and rigorous assessment of tax systems (e.g., existing tax laws, tax administrations and new tax reforms) is needed to understand how they are uniquely affected. Gender-responsive tax programming by donors (and developing-country governments) requires dedication to assess the gender impact of tax policy and tax administration – i.e., who benefits and who is losing from existing tax arrangements or proposed reforms. Although there is growing evidence in the academic literature about the gender dimension of tax, there is still very limited programming by donors on tax policy and tax administration with an explicit focus on gender. Similarly, rarely do donor-funded programmes targeting gendered inequities and empowerment of women incorporate a clear tax agenda. However, there is some evidence that this trend is changing. Some recent regional and country programmes on DRM (e.g., on tax administration, tax policy, tax research, etc.), as well as business and investment climate improvement programmes, are incorporating explicit gender targets into their tax programme components. Some of these regional and country programmes are briefly discussed in the review (with more information on these provided in Sections 4 and 5).
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Pritchett, Lant, i Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), kwiecień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Venkateswaran, Nitya, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe i Daniela Pineda. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. RTI Press, styczeń 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0085.2301.

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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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Carter, Becky. Strengthening Gender Equality in Decision-making in Somaliland. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/k4d.2021.078.

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This rapid review searched for literature on how and why women continue to struggle in Somaliland to achieve formal political representation and to take on informal decision-making roles on local peace and political matters, from community to national levels. Women’s participation in peacebuilding and political decision-making in Somaliland is very limited. A key barrier is the clan system underpinning Somaliland’s political settlement. Entrenched and politicised, patriarchal clans exclude women (and other minority groups) from formal and customary leadership and decision-making roles. Other contributing factors are conservative religious attitudes and traditional gender norms. Structural inequalities – such as low levels of education, lack of funds, and high levels of violence towards women and girls – impede women’s participation. Some women are more disempowered than others, such as women from minority clans and internally displaced women. However, there is increasing disillusionment with clan politicisation and a growing recognition of women’s value. There are opportunities for framing gender equality in local cultural and religious terms and supporting grassroots activism.
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Cookson, Jr., Peter W., i Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, maj 2022. http://dx.doi.org/10.54300/121.698.

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The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi i Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, maj 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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