1) The document examines whether multicultural policies (MCPs) have impeded integration of ethnic minorities in Britain by looking at attitudes and behaviors of the second generation compared to the first.
2) It finds clear evidence of generational change towards integration in citizenship, language, social relationships, and identity, but some negative changes in political participation and support for violence.
3) Overall, the study suggests MCPs in Britain have been weak and have likely made little impact, either positive or negative, while discrimination remains an important factor affecting integration outcomes.
The document summarizes the Ethnic Minority British Election Survey (EMBES), a post-election survey of established ethnic minorities in Britain. The EMBES aims to understand the political attitudes, behaviors, and integration of ethnic minorities, using a nationally representative probability sample of over 2,700 Indian, Pakistani, Bangladeshi, Black Caribbean and Black African individuals. In addition to standard political questions replicated from the main British Election Survey, the EMBES includes new ethnic-specific questions on identities, discrimination experiences, social networks, and political mobilization.
This document discusses Canada's transition from policies of bilingualism and biculturalism to an official policy of multiculturalism. It outlines how a commission in the 1960s recommended recognizing Canada's cultural diversity beyond just English and French. This led to the Official Languages Act of 1969 and a multiculturalism policy in 1971, enshrined in the Multiculturalism Act of 1988. The policy aims to recognize diversity while promoting integration and equal treatment. It has had positive outcomes like increased immigrant pride and attachment to Canada, though discrimination and underrepresentation persist in some areas. The author suggests New Zealand could adopt a similar multicultural policy within its existing bicultural framework.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
In this chapter, we explore several policy debate topics associated with indigenous education with a focus on the issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most policy debates with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts—in China, Mexico, Taiwan, Uganda, and the United States. We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in being able to curb or reverse indigenous genocidal policies. Crucial to reversing anti-indigenous policies is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes.
CIES Language Issues SIG Fall 2014 NewsletterChe-Wei Lee
This newsletter describes my research news, publication's abstract, biography (with my photo), and an essay about indigenous language issues in Taiwan.
The document summarizes the discussions from National Issues Forums (NIF) on the topic of racial and ethnic tensions. Key points from the forums include: 1) Participants saw tensions as an urgent issue but acknowledged it as a "wicked problem" with no definitive solutions; 2) Tensions were defined as involving more than just black and white groups and changing with immigration patterns; 3) Most saw progress but some said prejudice and discrimination remain common; and 4) Participants favored celebrating diversity over a "melting pot" and building interracial relationships through continued local discussions.
The document discusses multiculturalism in the UK. It defines multiculturalism as describing a society where people of many different backgrounds live together. It also notes that multiculturalism refers to government policies that seek to give equal status to all social, ethnic, religious and cultural groups in a country. The document then examines views from a 2005 BBC poll that found most British people believe multiculturalism makes Britain better, but also think people should adopt British values and traditions when immigrating. It explores some of the advantages and disadvantages of multiculturalism and immigration.
The document summarizes the Ethnic Minority British Election Survey (EMBES), a post-election survey of established ethnic minorities in Britain. The EMBES aims to understand the political attitudes, behaviors, and integration of ethnic minorities, using a nationally representative probability sample of over 2,700 Indian, Pakistani, Bangladeshi, Black Caribbean and Black African individuals. In addition to standard political questions replicated from the main British Election Survey, the EMBES includes new ethnic-specific questions on identities, discrimination experiences, social networks, and political mobilization.
This document discusses Canada's transition from policies of bilingualism and biculturalism to an official policy of multiculturalism. It outlines how a commission in the 1960s recommended recognizing Canada's cultural diversity beyond just English and French. This led to the Official Languages Act of 1969 and a multiculturalism policy in 1971, enshrined in the Multiculturalism Act of 1988. The policy aims to recognize diversity while promoting integration and equal treatment. It has had positive outcomes like increased immigrant pride and attachment to Canada, though discrimination and underrepresentation persist in some areas. The author suggests New Zealand could adopt a similar multicultural policy within its existing bicultural framework.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
In this chapter, we explore several policy debate topics associated with indigenous education with a focus on the issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most policy debates with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts—in China, Mexico, Taiwan, Uganda, and the United States. We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in being able to curb or reverse indigenous genocidal policies. Crucial to reversing anti-indigenous policies is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes.
CIES Language Issues SIG Fall 2014 NewsletterChe-Wei Lee
This newsletter describes my research news, publication's abstract, biography (with my photo), and an essay about indigenous language issues in Taiwan.
The document summarizes the discussions from National Issues Forums (NIF) on the topic of racial and ethnic tensions. Key points from the forums include: 1) Participants saw tensions as an urgent issue but acknowledged it as a "wicked problem" with no definitive solutions; 2) Tensions were defined as involving more than just black and white groups and changing with immigration patterns; 3) Most saw progress but some said prejudice and discrimination remain common; and 4) Participants favored celebrating diversity over a "melting pot" and building interracial relationships through continued local discussions.
The document discusses multiculturalism in the UK. It defines multiculturalism as describing a society where people of many different backgrounds live together. It also notes that multiculturalism refers to government policies that seek to give equal status to all social, ethnic, religious and cultural groups in a country. The document then examines views from a 2005 BBC poll that found most British people believe multiculturalism makes Britain better, but also think people should adopt British values and traditions when immigrating. It explores some of the advantages and disadvantages of multiculturalism and immigration.
Edb003 Anti Discrimination in Troubled TimesMsButow
This document discusses discrimination and anti-discrimination in educational contexts. It defines discrimination as unfair treatment of individuals based on their membership in a social group. Examples of discrimination discussed include verbal abuse reported by same-sex attracted youth and policies aimed at promoting safe schooling. The document also examines how notions of race, culture and the other have shifted, and how media discourse sometimes employs problematic language that risks producing a generic stereotyped other. Schools are discussed as sites that should work to avoid contributing to racism in society.
Studying 'race' from another angle: the sociology of whiteness by Steve Garner. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015.
1) The document discusses the various meanings and definitions of multiculturalism, including as a fact describing diverse societies, an ideology of tolerance, a government policy, and a process of integrating minorities.
2) It notes Canada has adopted multiculturalism through the Multiculturalism Act of 1971, with the goal of recognizing diversity while promoting a shared Canadian identity and citizenship.
3) Support for multiculturalism varies among Canadians and critics argue it may undermine national unity or marginalize minorities, while supporters see it as important to Canadian identity and an inclusive society.
Multicultural Britain 2012 by http://www.mediareach.co.uk
Mediareach Advertising is an integrated marketing agency creating campaigns for UK audiences by applying deep insights, innovation and unique approaches.
This document discusses concepts related to race, ethnicity, and migration. It begins by outlining key terms like race, ethnicity, and minority groups. It notes that race is a social construct rather than a biological one. The document then examines theories of racism, including ethnocentrism, group closure, and resource allocation. It also discusses models of ethnic integration such as assimilation, melting pot, and cultural pluralism. The document considers debates around multiculturalism and issues like cultural diversity versus solidarity. It concludes by reflecting on concepts like "us and them" as well as ethnicity and inequality.
Jennifer Bayjoo, Leeds Beckett University
The shocking fact that 96.7% of library and information workers identify as white has led us to create Diversity in Libraries of the North (DILON). The aim of DILON is to create a network for BAME librarians, to lobby for change in the sector and to raise awareness. We will discuss the current issues in the sector and wider society, and everyone regardless of ethnicity is welcome to contribute ideas and experiences so that we can stimulate positive change. DILON has also come up with some practical steps that delegates can take back to their place of work
This document discusses multiculturalism at both the societal and individual level. At the societal level, it examines a country's policies toward cultural diversity, levels of immigration, and attitudes toward different cultures. For individuals, it looks at personal acceptance of diversity and perceptions of living in a tolerant multicultural environment. The document reports on research findings about how societal and individual multiculturalism impact both host nationals and ethnic minorities. It concludes that fully understanding multiculturalism requires examining how individuals experience cultural diversity within the context of their society's approaches and attitudes.
This document discusses biculturalism and multiculturalism in New Zealand. It notes that biculturalism arises from the Treaty of Waitangi and recognizes Māori as tangata whenua. Multiculturalism allows all cultures to maintain their identities while participating in society. While psychologically compatible, biculturalism includes principles specific to New Zealand's history that do not fully align with multiculturalism. The document examines views and attitudes toward both approaches.
L9 issues for people living in urban areas in rich countries multicultural mixtudorgeog
This document discusses issues related to multiculturalism in urban areas of wealthier countries. It notes that many cities have become more ethnically diverse but also face problems with racial segregation. Strategies aimed at supporting diversity try to ensure equal access to services while not forcing integration. Examples given include improving education and employment opportunities in disadvantaged neighborhoods as well as providing facilities that encourage community involvement from all groups.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
As one of co-authors, I presented several policy debate topics and the increasingly important role education institutions play in preserving indigenous languages, culture, and identity. Five country case examples include China, Mexico, Taiwan, Uganda, and the United States. The historical-narrative methodology, including document, policy, and discourse analyses, is used to examine the indigenous policies followed by the debates. The findings show that most indigenous people suffer, in one degree or another, from poverty, discrimination, and marginalization issues. Most indigenous peoples make up about one third of the 900 million extremely poor rural people living on the earth. Indigenous languages, cultures, and identities are increasingly disappearing due to government policies that often prevent their preservation or systematically aim at assimilating indigenous peoples into mainstream societies. This study is of significance in explaining the dynamic relationship among these states’ ideologies, strategies, and indigenous populations’ reactions. Implications provide various stakeholders at all levels with a better understanding of how national beliefs about indigenous policies relate to their strategy use.
Keywords: indigenous language, indigenous culture, indigenous identity, indigenous education, indigenous police
This document defines key terms related to race and ethnicity such as race, ethnicity, minority, and provides demographic data on the largest racial and ethnic groups in the United States. It discusses the social construction of race and examines theories of prejudice, discrimination, and patterns of intergroup relations such as segregation, assimilation, and pluralism. Racial groups like African Americans, Native Americans, Asian Americans and Hispanic Americans are overviewed in terms of their histories and current statuses.
[ Abridged version ] Immigration policy is an issue that continues to challenge us. This resource offers a way to think about possible policy directions and the ramifications of each. Participants explore the four options presented, deliberate on the strengths and challenges of each, and then frame an “Option 5 “ that reflects their views. This material was developed for use in high school classes. Additional lesson plans and links to resources are available from the Choices Program at Brown University.
The Tribal College Librarians Institute (TCLI) started in the 1980s to address the needs of librarians at tribal colleges. It has since expanded from a three day statewide program to a five day nationwide program serving over 66 tribal colleges. The mission of TCLI is to provide professional development for tribal college librarians and those who serve tribal college students. TCLI receives funding from various sources including the Institute of Museum and Library Services and the Paul Allen Foundation. The institute offers sessions on topics like cultural presentations, library services, education, and networking opportunities to address the unique needs of tribal college libraries.
Multiculturalism refers to cultural diversity within a society where multiple groups maintain distinctive cultural beliefs and identities. It emerged from black consciousness movements in the 1960s and has been aided by post-WWII migration trends. It is mainly practiced in countries like the US, Canada, Germany, and India. The principles of multiculturalism include politics of recognition, culture and identity, minority rights, and celebrating diversity. While it aims to reduce discrimination, some argue it can threaten national identity and unity.
Scottish Gypsy Travellers: the last bastion of respectable racism? S32Sophie40
The document discusses Scottish Gypsy Travellers and racism against this ethnic group. It profiles Shamus McPhee and Ken MacLennan, advocates for Scottish Gypsy Traveller rights who have worked to establish their ethnic status under law. It outlines the discrimination Scottish Gypsy Travellers face in areas like housing and education. It argues that social workers and other public agencies need to challenge racism, provide culturally appropriate services, and uphold human rights to overcome this discrimination.
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
1. Sociology has made several contributions to the study of race, including approaches that examine racial formation, identification, politics, conflict, culture, boundaries, resistance, disadvantage, privilege, and intersections of race with other identities.
2. Key questions addressed by different sociological approaches to race include how racial hierarchies are organized and reproduced, who is considered "other", and how marginalized groups find and exercise power.
3. Approaches like racial conflict theory and intersectional theory examine how race interacts with other social divisions like class, gender, and sexuality to shape oppression and privilege.
Race and Society (Chapter 9, "You May Ask Yourself")Emily Coffey
The document discusses the concepts of race and racism. It describes how the idea of race developed in parallel with the Protestant Reformation, Age of Exploration, and rise of capitalism. In the 19th century, scientific racism led to theories classifying races and justifying social Darwinism and eugenics. While concepts of race have changed over time, DNA testing still supports the notion of biological racial differences. Prejudice refers to negative views of groups, while discrimination involves harmful acts. New forms of racism focus more on culture than physical attributes. Public policies have not fully addressed the lasting impacts of racism, such as wealth disparities between white and minority groups.
The document discusses Rotary Foundation's six areas of focus, one of which is Peace and Conflict Prevention/Resolution. It provides background on ongoing conflicts worldwide and their impact. Some ways clubs can help include supporting peer mediation programs, training community leaders in mediation, providing job training to youth affected by conflict, and sponsoring scholars studying peace and conflict resolution. The goals are to strengthen local peace efforts, train leaders to prevent and mediate conflict, support long-term peace building in affected areas, assist vulnerable populations like children and youth, and support related studies.
Multiculturalism in a global society minority rights and justiceAlexander Decker
1. The document discusses multiculturalism and minority rights in a global society. It defines multiculturalism as ensuring citizens can maintain their identities while having a sense of belonging in society.
2. Minority rights go beyond basic civil/political rights to recognize distinct identities/needs of ethnic groups. However, most minorities seek full participation in modern liberal societies, not isolation.
3. A just, multicultural society requires measures like group rights, culturally sensitive policies, and affirmative action to remedy disadvantages minorities face and foster a shared sense of belonging.
This document discusses the applicability of the Western liberal model of ethnic minority rights in Laos. It analyzes Laos based on five factors identified by Kymlicka as preconditions for the Western model: 1) Demography - Laos has experienced emigration rather than increased minority populations. Official census data does not accurately reflect ethnic self-identification. 2) Rights-consciousness - Ethnic minorities face barriers to equal political participation and their cultures are not respected. 3) Democracy - Laos is a totalitarian state that bans opposition and ignores minority representation. 4) Desecuritization - The government promotes an ethnic Lao identity over minority cultures. 5) Liberal consensus - Individual freedoms are not respected and the state dis
Edb003 Anti Discrimination in Troubled TimesMsButow
This document discusses discrimination and anti-discrimination in educational contexts. It defines discrimination as unfair treatment of individuals based on their membership in a social group. Examples of discrimination discussed include verbal abuse reported by same-sex attracted youth and policies aimed at promoting safe schooling. The document also examines how notions of race, culture and the other have shifted, and how media discourse sometimes employs problematic language that risks producing a generic stereotyped other. Schools are discussed as sites that should work to avoid contributing to racism in society.
Studying 'race' from another angle: the sociology of whiteness by Steve Garner. A presentation at the BSA Teaching Group Regional Conference on 28 February 2015.
1) The document discusses the various meanings and definitions of multiculturalism, including as a fact describing diverse societies, an ideology of tolerance, a government policy, and a process of integrating minorities.
2) It notes Canada has adopted multiculturalism through the Multiculturalism Act of 1971, with the goal of recognizing diversity while promoting a shared Canadian identity and citizenship.
3) Support for multiculturalism varies among Canadians and critics argue it may undermine national unity or marginalize minorities, while supporters see it as important to Canadian identity and an inclusive society.
Multicultural Britain 2012 by http://www.mediareach.co.uk
Mediareach Advertising is an integrated marketing agency creating campaigns for UK audiences by applying deep insights, innovation and unique approaches.
This document discusses concepts related to race, ethnicity, and migration. It begins by outlining key terms like race, ethnicity, and minority groups. It notes that race is a social construct rather than a biological one. The document then examines theories of racism, including ethnocentrism, group closure, and resource allocation. It also discusses models of ethnic integration such as assimilation, melting pot, and cultural pluralism. The document considers debates around multiculturalism and issues like cultural diversity versus solidarity. It concludes by reflecting on concepts like "us and them" as well as ethnicity and inequality.
Jennifer Bayjoo, Leeds Beckett University
The shocking fact that 96.7% of library and information workers identify as white has led us to create Diversity in Libraries of the North (DILON). The aim of DILON is to create a network for BAME librarians, to lobby for change in the sector and to raise awareness. We will discuss the current issues in the sector and wider society, and everyone regardless of ethnicity is welcome to contribute ideas and experiences so that we can stimulate positive change. DILON has also come up with some practical steps that delegates can take back to their place of work
This document discusses multiculturalism at both the societal and individual level. At the societal level, it examines a country's policies toward cultural diversity, levels of immigration, and attitudes toward different cultures. For individuals, it looks at personal acceptance of diversity and perceptions of living in a tolerant multicultural environment. The document reports on research findings about how societal and individual multiculturalism impact both host nationals and ethnic minorities. It concludes that fully understanding multiculturalism requires examining how individuals experience cultural diversity within the context of their society's approaches and attitudes.
This document discusses biculturalism and multiculturalism in New Zealand. It notes that biculturalism arises from the Treaty of Waitangi and recognizes Māori as tangata whenua. Multiculturalism allows all cultures to maintain their identities while participating in society. While psychologically compatible, biculturalism includes principles specific to New Zealand's history that do not fully align with multiculturalism. The document examines views and attitudes toward both approaches.
L9 issues for people living in urban areas in rich countries multicultural mixtudorgeog
This document discusses issues related to multiculturalism in urban areas of wealthier countries. It notes that many cities have become more ethnically diverse but also face problems with racial segregation. Strategies aimed at supporting diversity try to ensure equal access to services while not forcing integration. Examples given include improving education and employment opportunities in disadvantaged neighborhoods as well as providing facilities that encourage community involvement from all groups.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
As one of co-authors, I presented several policy debate topics and the increasingly important role education institutions play in preserving indigenous languages, culture, and identity. Five country case examples include China, Mexico, Taiwan, Uganda, and the United States. The historical-narrative methodology, including document, policy, and discourse analyses, is used to examine the indigenous policies followed by the debates. The findings show that most indigenous people suffer, in one degree or another, from poverty, discrimination, and marginalization issues. Most indigenous peoples make up about one third of the 900 million extremely poor rural people living on the earth. Indigenous languages, cultures, and identities are increasingly disappearing due to government policies that often prevent their preservation or systematically aim at assimilating indigenous peoples into mainstream societies. This study is of significance in explaining the dynamic relationship among these states’ ideologies, strategies, and indigenous populations’ reactions. Implications provide various stakeholders at all levels with a better understanding of how national beliefs about indigenous policies relate to their strategy use.
Keywords: indigenous language, indigenous culture, indigenous identity, indigenous education, indigenous police
This document defines key terms related to race and ethnicity such as race, ethnicity, minority, and provides demographic data on the largest racial and ethnic groups in the United States. It discusses the social construction of race and examines theories of prejudice, discrimination, and patterns of intergroup relations such as segregation, assimilation, and pluralism. Racial groups like African Americans, Native Americans, Asian Americans and Hispanic Americans are overviewed in terms of their histories and current statuses.
[ Abridged version ] Immigration policy is an issue that continues to challenge us. This resource offers a way to think about possible policy directions and the ramifications of each. Participants explore the four options presented, deliberate on the strengths and challenges of each, and then frame an “Option 5 “ that reflects their views. This material was developed for use in high school classes. Additional lesson plans and links to resources are available from the Choices Program at Brown University.
The Tribal College Librarians Institute (TCLI) started in the 1980s to address the needs of librarians at tribal colleges. It has since expanded from a three day statewide program to a five day nationwide program serving over 66 tribal colleges. The mission of TCLI is to provide professional development for tribal college librarians and those who serve tribal college students. TCLI receives funding from various sources including the Institute of Museum and Library Services and the Paul Allen Foundation. The institute offers sessions on topics like cultural presentations, library services, education, and networking opportunities to address the unique needs of tribal college libraries.
Multiculturalism refers to cultural diversity within a society where multiple groups maintain distinctive cultural beliefs and identities. It emerged from black consciousness movements in the 1960s and has been aided by post-WWII migration trends. It is mainly practiced in countries like the US, Canada, Germany, and India. The principles of multiculturalism include politics of recognition, culture and identity, minority rights, and celebrating diversity. While it aims to reduce discrimination, some argue it can threaten national identity and unity.
Scottish Gypsy Travellers: the last bastion of respectable racism? S32Sophie40
The document discusses Scottish Gypsy Travellers and racism against this ethnic group. It profiles Shamus McPhee and Ken MacLennan, advocates for Scottish Gypsy Traveller rights who have worked to establish their ethnic status under law. It outlines the discrimination Scottish Gypsy Travellers face in areas like housing and education. It argues that social workers and other public agencies need to challenge racism, provide culturally appropriate services, and uphold human rights to overcome this discrimination.
48-110 (Foundations of Social Life) - Lesson Objectives
1. Distinguish between race, ethnicity and minority group;
2. Explain what is meant by race as a social construct;
3. Define and give examples of racism in real life and popular culture;
4. Discuss and give examples of White Privilege;
5. Define and discuss pluralism, multiculturalism, and assimilation;
6. Define and give examples of prejudice and discrimination;
7. Recognize and provide examples of racial and ethnic stereotypes;
8. Describe the various forms of ethnic conflict;
9. Discuss the role of race and ethnicity in crime, criminality and criminal justice
1. Sociology has made several contributions to the study of race, including approaches that examine racial formation, identification, politics, conflict, culture, boundaries, resistance, disadvantage, privilege, and intersections of race with other identities.
2. Key questions addressed by different sociological approaches to race include how racial hierarchies are organized and reproduced, who is considered "other", and how marginalized groups find and exercise power.
3. Approaches like racial conflict theory and intersectional theory examine how race interacts with other social divisions like class, gender, and sexuality to shape oppression and privilege.
Race and Society (Chapter 9, "You May Ask Yourself")Emily Coffey
The document discusses the concepts of race and racism. It describes how the idea of race developed in parallel with the Protestant Reformation, Age of Exploration, and rise of capitalism. In the 19th century, scientific racism led to theories classifying races and justifying social Darwinism and eugenics. While concepts of race have changed over time, DNA testing still supports the notion of biological racial differences. Prejudice refers to negative views of groups, while discrimination involves harmful acts. New forms of racism focus more on culture than physical attributes. Public policies have not fully addressed the lasting impacts of racism, such as wealth disparities between white and minority groups.
The document discusses Rotary Foundation's six areas of focus, one of which is Peace and Conflict Prevention/Resolution. It provides background on ongoing conflicts worldwide and their impact. Some ways clubs can help include supporting peer mediation programs, training community leaders in mediation, providing job training to youth affected by conflict, and sponsoring scholars studying peace and conflict resolution. The goals are to strengthen local peace efforts, train leaders to prevent and mediate conflict, support long-term peace building in affected areas, assist vulnerable populations like children and youth, and support related studies.
Multiculturalism in a global society minority rights and justiceAlexander Decker
1. The document discusses multiculturalism and minority rights in a global society. It defines multiculturalism as ensuring citizens can maintain their identities while having a sense of belonging in society.
2. Minority rights go beyond basic civil/political rights to recognize distinct identities/needs of ethnic groups. However, most minorities seek full participation in modern liberal societies, not isolation.
3. A just, multicultural society requires measures like group rights, culturally sensitive policies, and affirmative action to remedy disadvantages minorities face and foster a shared sense of belonging.
This document discusses the applicability of the Western liberal model of ethnic minority rights in Laos. It analyzes Laos based on five factors identified by Kymlicka as preconditions for the Western model: 1) Demography - Laos has experienced emigration rather than increased minority populations. Official census data does not accurately reflect ethnic self-identification. 2) Rights-consciousness - Ethnic minorities face barriers to equal political participation and their cultures are not respected. 3) Democracy - Laos is a totalitarian state that bans opposition and ignores minority representation. 4) Desecuritization - The government promotes an ethnic Lao identity over minority cultures. 5) Liberal consensus - Individual freedoms are not respected and the state dis
Teori hubungan etnik Robert Park menjelaskan proses interaksi antara kelompok etnik melalui empat tahap: segregasi, akomodasi, akulturasi, dan asimilasi. Teori ini juga menyentuh faktor-faktor yang mempengaruhi proses tersebut seperti persaingan sumber, prejudis, dan perbezaan status sosial.
Ringkasan dokumen tersebut adalah:
BAB 2 membahas teori dan konsep dasar hubungan antaretnik, meliputi teori ekologi, Freudian, struktur fungsionalisme, kelas, masyarakat majmuk, pasaran buruh terpisah, dan pilihan rasional. Juga dibahas konsep masyarakat, kebudayaan, ras, etnik, dan integrasi.
Prof. Dr. Keith Banting: A Home for Everyone?: Multiculturalism and Integrati...integratsioonisihtasutus
Integration conference "My home, our home: what unites us in a multicultural community" on 15th and 16th November in Tallinn, Estonia. Conference webpage: www.integrationconference.ee
This document outlines the topics and assignments for a sociology of migration class. It discusses integration, including dimensions of integration and theories of assimilation and segmented assimilation. Prejudice reduction programs are assigned as a group project. The dimensions of integration policy in the Netherlands are reviewed from the 1980s to present. Measurement of integration is discussed.
From Windrush to Brexit: From the Yard to Neighbourhoods in LambethLBL_Engagement
This document discusses the history of discrimination faced by Black communities in Britain, current issues around mental health representation and services, and ideas for improving outcomes. It covers topics like the Windrush scandal, overrepresentation in the mental health system, lack of culturally sensitive services, impact of austerity and Brexit, and proposes community-led solutions like adopting a community trauma framework, co-production with Black communities, developing Black leadership in the NHS, and using arts and culture for wellbeing.
Multiculturalism emphasizes the unique characteristics of different cultures, especially in societies with many immigrant groups. It can lead to cultural exchanges, add variety to citizens' lives, and bridge ignorance. However, it also brings anxiety about national identity and disunity. Multicultural education aims to create equal opportunities for all students and transform schools and society to be inclusive of diverse groups. It incorporates content from various cultures and helps students understand multiple perspectives to function in a pluralistic society.
The document discusses the challenges of managing a multi-ethnic society like Singapore and how Singapore addresses these challenges. The key challenges are: 1) managing different perceptions between racial groups, 2) managing perceptions between religious groups, and 3) threats from external forces like terrorism. Singapore promotes multi-racialism, builds a common national identity through practices like bilingualism, safeguards minority rights through representation and self-help groups, and develops common spaces through public housing and national service.
Policy responses to multiculturalism, integration and diversity - part 1MigrationPolicyCentre
Dealing with migration related diversity in Europe
Executive Training Migration in the EU and its Neighbourhood
Florence, 21 January 2013
by Anna Triandafyllidou
This document discusses the importance of diversity and cultural competence in health care. It notes that the world's population is becoming more diverse, with non-Western countries accounting for most of the world's population growth. It also discusses how culture can impact people's experiences and expectations of health care, and the importance of addressing stereotypes and developing culturally appropriate services and policies to help reduce health inequalities. The document emphasizes partnership and community engagement to help build trust and tailor services to diverse patient populations and communities.
The document analyzes education integration policies across countries using 148 policy indicators in areas such as access, targeting needs, new opportunities, and intercultural education. It finds that while most countries provide equal access to compulsory education, few have legal standards for targeting immigrant students' specific needs through measures like language support, recognition of prior learning, and teacher training on diverse cultures. Intercultural education is also unevenly supported across countries with few systems diversifying school staff and curricula to reflect their immigrant populations.
This document provides an overview of a lecture on racial politics and cultural diversity. It begins with terminology related to concepts like othering, ethnocentrism, prejudice, stereotyping, and discrimination. It then distinguishes between race and ethnicity. A brief history of race in Australia is presented, touching on the legacy of racism through policies like the White Australia policy and treatment of Indigenous and immigrant groups. The lecture discusses racism and institutionalized racism, including through education systems. Critical race theory and the invisibility of white privilege are explained. The role of race and ethnicity in schools is explored, noting mixed educational outcomes associated with ethnicity. The lecture concludes by emphasizing the benefits of diversity.
Examining the multiculturalism hypothesis in Norway among Russian-speaking im...misakonverents
This study examined the multiculturalism hypothesis in Norway among Russian-speaking immigrants and ethnic Norwegians. The study found that feeling secure in one's cultural identity and economic situation was positively related to acceptance of other cultures, as the hypothesis predicts. Specifically, higher feelings of security were linked to more positive views of other groups, greater trust in other groups, stronger support for multiculturalism, and higher life satisfaction. The results provide support for the idea that promoting cultural diversity and inclusion can improve intercultural relations, as outlined in the multiculturalism policy model. However, the presentation notes that a fully successful multiculturalism policy requires attention to all aspects of the model, including intercultural contact.
International Business Dynamics Moduel 1.pptxSabaShariff5
This document discusses various aspects of international business including objectives, factors influencing international business, the evolution and drivers of international business, challenges, differences between domestic and international business, key players, and the business environment. It also examines models for understanding cross-cultural management including Hofstede's, Hall's, House's, and Kluckhohn and Strodtbeck's cultural dimensions as well as Trompenaar's framework for analyzing cultural differences.
Culture has a significant influence on consumer behavior. It determines values and lifestyle choices that impact thoughts, motives and consumption patterns. Core cultural values define how products are used and perceptions of brands. While globalization is dissolving boundaries, local culture still influences heterogeneity in consumption. Culture is learned and influences language, family structure, product evaluations, and communication style. It must be considered in marketing strategy, particularly regarding products, pricing, distribution and communication.
L9 issues for people living in urban areas in rich countries multicultural mixtudorgeog
The document discusses issues related to multiculturalism in urban areas of wealthier countries. It notes that cities have become more ethnically diverse and talks about the problems of ethnic segregation. Several strategies aimed at supporting diversity and integrating ethnic groups are mentioned, such as ensuring equal access to services, improving communication between communities, and providing culturally appropriate services.
Dissecting culture and its application to business.docxmadlynplamondon
Dissecting
culture and its
application to
business
What we’ll cover
1. What is the nature of culture?
2. Variety and variation in culture
3. How have globalisation, migration and diversity impacted on
national culture?
4. Use these insights to critically evaluate models of national culture
5. Culture traps: problems and pitfalls to avoid
6. Dynamic models of culture
7. Groupwork exercise: apply your cultural knowledge to business
practice
1. What is culture?
Read the following descriptions of national values
for China, India, Britain
•What do these descriptions tell us about the nature of
culture?
i.e. what kinds of things do we call ‘culture’?
• How long might it take an outsider to understand these
values?
So what is the nature of culture?
“a complex frame of reference that consists of patterns of traditions,
beliefs, values, norms, symbols, and meanings that are shared to varying
degrees by interacting members of a community”
(Ting-Toomey, 1999, p.10)
traditions rituals, ceremonies, rites of passage
beliefs, values, norms underlying principles governing behaviours
symbols language (verbal, non-verbal) also images
meanings Interpretations of symbols held by members
‘shared to varying degrees’ not every single member of the culture to the same degree!
‘a frame of reference’ for making sense of the world
Culture is socially constructed; a basis for shared, collective identities
What are the key
words to highlight
in this definition?
Another definition
“the coherent, learned, shared view of a group of people about life’s
concerns that ranks what is important, furnishes attitudes about what
things are appropriate, and dictates behaviour”
(Varner & Beamer, 2011, p.5)
coherent an entire, consistent world view
learned we are not born with it; culture is transmitted
view of a group agreed, shared views of a society
What are the key
words to highlight
in this definition?
The Iceberg of Culture
In awareness Visible
Out of conscious
awareness
Invisible
Self-awareness
The Iceberg of Culture Fine arts Literature
Drama Classical music Popular music
Folk dancing Games Cooking Dress
Notions of modesty Conceptions of beauty Ideas about child raising
Rules of descent Cosmology Relationship to animals Courtship practices
Patterns of superior/subordinate relations Definitions of sin
Conceptions of justice Notions of leadership Incentive to work Tempo of work
Attitudes to the dependent Approaches to problem solving
Patterns of group decision making Eye behaviour Conceptions of cleanliness
Theories of disease Conception of status mobility
Roles in relation to status by age, sex, class, occupation, kinship etc
Definition of insanity Nature of friendship Conception of self
Patterns of visual perception Body language Facial expression
Notions of logic and validity Patterns of handling emotions ...
This document discusses the importance of diversity and cultural competence in health care. It notes that the world's population is becoming more diverse, with developing countries accounting for 85% of the global population by 2025. Culture can impact how people experience and respond to illness and treatment. To provide effective care, health services must understand different cultural beliefs and address inequalities. Embracing diversity, creating safe spaces, intervening early, and education can help support diverse populations. True cross-cultural care requires respectful partnerships between providers, patients, and communities.
Understanding Global Diversity 2024 Greg DeShields.pptxGregory DeShields
Global diversity refers to the presence of diverse perspectives, experiences, cultures, and identities within organizations, communities, and societies worldwide. It encompasses a broad range of dimensions, including but not limited to:
Cultural Diversity: Cultural diversity encompasses differences in beliefs, customs, traditions, languages, and values among people from different cultural backgrounds. It includes aspects such as nationality, ethnicity, religion, and heritage.
Ethnic Diversity: Ethnic diversity refers to the variety of ethnic groups and races represented within a population. It acknowledges the unique identities, histories, and experiences of individuals from diverse racial and ethnic backgrounds.
Gender Diversity: Gender diversity recognizes the differences and complexities of gender identity and expression. It encompasses the full spectrum of gender identities, including male, female, transgender, non-binary, and gender-nonconforming individuals.
Generational Diversity: Generational diversity acknowledges the different perspectives, values, and communication styles of individuals from different generations, such as Baby Boomers, Generation X, Millennials, and Generation Z.
Ability Diversity: Ability diversity, also known as disability or differently-abled diversity, encompasses variations in physical, cognitive, sensory, and developmental abilities. It recognizes the unique strengths and contributions of individuals with disabilities.
Socioeconomic Diversity: Socioeconomic diversity reflects differences in socioeconomic status, income levels, educational backgrounds, and access to resources and opportunities. It addresses disparities in wealth, privilege, and social mobility among individuals and communities.
Linguistic Diversity: Linguistic diversity recognizes the multitude of languages and dialects spoken by people around the world. It encompasses variations in language usage, proficiency, and communication styles within multicultural and multilingual societies.
Geographic Diversity: Geographic diversity acknowledges the diversity of geographical locations, regions, and environments inhabited by people globally. It considers factors such as urban-rural divides, geographical landscapes, and climate conditions.
Global diversity is important because it enriches societies, fosters innovation, and promotes understanding and collaboration across cultures and borders. Embracing and celebrating diversity helps organizations and communities thrive in an increasingly interconnected and multicultural world, driving positive social change and sustainable development on a global scale.
This document discusses cultural diversity and multiculturalism in Australia. It provides an overview of Australia's immigration history and policies over time, from assimilation to multiculturalism. It also discusses key terms related to cultural diversity and immigration such as refugees and asylum seekers. The document outlines several models for culturally sensitive social work practice, including ethno-specific, psychological, linguistic, and anti-racist approaches. It notes ethical issues for social workers in practice with culturally diverse groups, including the power differential and lack of cultural sensitivity.
The document summarizes two research projects on refugees' integration and social networks among ethnic groups and people in poverty. It discusses key findings such as the importance of family, community groups, and language skills for integration and moving out of poverty. Barriers like racism, lack of time and confidence were also examined. Recommendations focused on improving language access, developing social networks, and prioritizing support for vulnerable groups.
Matthias Colloseus: The Possibilities of Multicultural and Multilingual Educa...integratsioonisihtasutus
Integration conference "My home, our home: what unites us in a multicultural community" on 15th and 16th November in Tallinn, Estonia. Conference webpage: www.integrationconference.ee
1) The document analyzes political participation rates among ethnic minorities in Britain using survey data from the Ethnic Minority British Election Survey.
2) It finds high levels of political integration overall, with most minority groups showing similar or higher rates of party identification, turnout, and non-electoral participation compared to the majority.
3) Bonding social capital is consistently linked to higher participation rates, while factors like generational status and feelings of representation best predict differences in protest or support for violence.
Young migrants in Europe face both opportunities and challenges in education and employment. Key barriers include lack of language proficiency, discrimination, and having foreign qualifications that are not fully recognized. Policies like providing language education, enforcing anti-discrimination laws, and giving opportunities to obtain domestic qualifications can help young migrants overcome barriers and maximize their potential benefits for themselves and society.
This document discusses research on patterns of minority support for the Labour Party in Britain. It aims to understand high levels of Labour support among ethnic minorities and differences between groups. Previous research found ethnicity remains significant even controlling for demographics and issues. The document suggests relative deprivation and group identity/solidarity help explain support. Analysis of a new survey provides preliminary evidence that normative reference groups, relative deprivation at individual and group levels, and social identity cutting across class are important. Further research on organizational involvement and media exposure is needed.
This document summarizes Anthony Heath's findings from the Ethnic Minority British Election Survey on the political integration and national identity of ethnic minorities in Britain. Some key findings include: 1) while first generations show high rates of voter registration and turnout, second generations are more integrated and have similar patterns to the white British majority; 2) minorities generally support mainstream political parties like Labour, though black groups report less satisfaction; and 3) discrimination contributes to feelings of unfair treatment and alienation among black minorities, particularly second generation black Caribbeans.
1) Eligibility to vote in British elections extends to both British and Commonwealth citizens, though some countries do not allow dual citizenship. Access to British citizenship has become more restrictive over time.
2) Registration rates among ethnic groups in Britain are high, around 80%, though the move to individual registration may present a new barrier.
3) Turnout rates among registered voters of all ethnic groups, including white British, are similar, around 75-80%, indicating that registration rather than citizenship is the main barrier to voting.
1) Minorities, especially first-generation immigrants, generally express strong support for British political institutions and democracy.
2) However, second-generation Black Caribbeans are less satisfied and trusting of British democracy compared to other groups.
3) Experiences of discrimination and feelings of relative deprivation may contribute to Black Caribbeans' dissatisfaction with the political system.
4) If minority groups feel their grievances are not addressed through conventional political processes, they may turn to unconventional channels like protests or riots to express dissent.
A powerpoint exploring whether there are any special political concerns shared by ethnic minorities and differing from those of the White British majority.
1. Have multicultural policies impeded
integration of ethnic minorities? A
generational perspective
Anthony Heath
University of Manchester
Neli Demireva
University of Oxford
2. What the politicians say
• “Under the doctrine of state multiculturalism, we have
encouraged different cultures to live separate lives, apart
from each other and apart from the mainstream”
(Cameron 2011)
• Britain is “sleepwalking to segregation” (Trevor Phillips,
head of the EHRC, 2005)
• “The tendency had been to say ‘Let’s adopt the multikulti
concept and live happily side by side, and be happy to be
living with each other’, but this concept has failed, and
failed utterly” (Merkel 2010)
• Multiculturalism has failed in Europe, and has proven to be
as harmful as the assimilationst approach it replaced
(Council of Europe, 2008)
3.
4. What some academics say
“Multicultural policies – which grant immigrants
easy access to equal rights and do not provide
strong incentives for host-country language
acquisition and interethnic contacts – when
combined with a generous welfare state …
display relatively poor integration outcomes.
Countries that either had more restrictive or
assimilationist integration policies or a relatively
lean welfare state have achieved better
integration results.” (Koopmans 2010)
5. A rival view
“Multiculturalism provides a locus for the high level of
mutual identification among native-born citizens and
immigrants in Canada …
The fact that Canada has officially defined itself as a
multicultural nation means that immigrants are a
constituent part of the nation that citizens feel pride
in, so multiculturalism helps native-born citizens to link
national identity to solidarity with immigrants and
minorities.
And, conversely, multiculturalism provides a link by
which immigrants and minorities come to identify
with, and feel pride in, Canada” (Kymlicka 2010)
6. So what is multiculturalism?
• A normative political theory maintaining the
inadequacy of standard liberal principles in the face of
cultural diversity. Not only individuals but also
communities need to have rights (Lord Parekh,
Rethinking Multiculturalism).
• Organizations should therefore be encouraged “to
devise policies that promote diversity as well as
equality … and to stress that the country is both a
community of citizens and a community of
communities, both a liberal and a plural society”
(Report of the Commission on the future of multi-
ethnic Britain)
7. MCP Index (Banting and Kymlicka)
1. Official affirmation of multiculturalism
2. Adoption of multiculturalism in school curricula
3. Inclusion of ethnic representation in licensing of
public media
4. Exemptions from dress codes
5. Allowing of dual citizenship
6. Funding of ethnic organizations to support cultural
activities
7. Funding of bilingual education or mother-tongue
teaching
8. Affirmative action for disadvantaged groups
8. Some queries about MCPs
• Affirmative action – some forms of affirmative
action (which do not involve quotas) could be
justified under straightforward liberal principles
to remedy discrimination (cf Brian Barry ‘the
muddles of multiculturalism’)
• Faith schools - some policies, eg Swedish
independent schools, unintentionally permit
minorities to establish their own faith schools. Is
this multiculturalism or simply extending same
rights to minorities as to other established
groups?
9. MC needs to be distinguished from
• Assimilationist regimes (eg France) with
limitations on freedom to practice own culture
• Classic liberalism with freedom to practice own
culture and anti-discrimination measures
• Plural/pillarized regimes where there are parallel
structures covering economic and political as well
as cultural institutions. These are not
multicultural but segmented societies (eg BiH)
• i.e. a spectrum ranging from assimilationist to
segmented regimes with multiculturalism lying in
between
10. MCP index 1980-2010
1980 2000 2010
Canada 5 7.5 7.5
Denmark 0 0.5 0
France 1 2 2
Netherlands 2.5 5.5 2
Sweden 3 5 7
Switzerland 0 1 1
UK 2.5 5.5 5.5
11. Britain – a ‘thin’ version of
multiculturalism
1. Lukewarm official affirmation of multiculturalism – Swann
report
2. Limited adoption of multiculturalism in school curricula
3. No inclusion of ethnic representation in licensing of public
media
4. Exemptions from dress codes, especially for Sikhs
5. Allows dual citizenship
6. Limited funding of ethnic organizations to support cultural
activities
7. Limited funding of bilingual education or mother-tongue
teaching
8. Weak affirmative action for disadvantaged groups
12. What outcomes do critics object to?
• Inability to communicate in host-country
language (Merkel)
• Segregated communities (Phillips, Cameron)
• Lack of economic and political participation
(Koopmans)
• Failure to adopt liberal western values and
maintenance of illiberal practices, eg forced
marriages (Cameron)
• Crime, extremism and home-grown terrorism
(Cameron)
13. And what do supporters claim?
• Multiculturalism encourages take-up of
citizenship and hence political participation
• Promotes educational and occupational
success
• promotes dual identities, eg as both Canadian
and minority, and national pride
• Encourages pro-minority attitudes among
majority group too. (Kymlicka 2010)
14. Our empirical approach
• Key test is attitudes and behaviour of the
second generation – not surprising if first
generation have difficulty learning English,
retain identification with origin country or
remain encapsulated in the ethnic community
• Key worry of critics is ‘home-grown’ terrorism
among the second generation
• Hence need to look at direction of
generational change
15. An important caveat
• Very difficult to determine whether outcomes
(good or bad) are actually caused by the MCPs.
• Rigorous policy evaluation is very difficult –
requires pre/post designs not cross-sectional
ones
• But can ask whether groups that have been
granted more protection for cultural practices (eg
Sikhs) have integrated less than groups not
seeking or granted cultural protection
(Caribbeans) cf Statham and Koopmans
16. Outcomes we can look at
• Citizenship
• Language
• Social segregation
• Political participation
• Democratic values
• Identities
• Support for violent protests
17. The data
• The 2010 Ethnic Minority British Election Survey
(EMBES)
• Thanks to the ESRC for their generous funding of the
study
• To the Electoral Commission for their support and
partnership
• To TNS-BMRB (Nick Howat, Oliver Norden, Emily
Pickering) for their work on design and fieldwork
• To our Advisory Board - Irene Bloemraad, John
Curtice, Harry Goulbourne, Chris Myant, Maajid
Nawaz, Lucinda Platt, Peter Riddell, Shamit Saggar,
Will Somerville, David Voas
18. Design 1
• Stand-alone survey rather than a booster to the main
BES (ie separate sample design etc)
• Nationally-representative probability sample
• Clustered, stratified design with over-sampling in
high EM density areas and exclusion of lowest
density areas (< 2% EM)
• PAF used as sample frame
• LSOAs were the PSUs (unlike main BES)
• Initial screening of addresses
19. Design 2
• 30,000 addresses issued for screening
• In 620 PSUs
• £20 conditional incentive offered to participants
• 50 minute questionnaire, administered by CAPI with
a self-completion module for confidential items
• Around half items exact replications of those in main
BES
• Short mailback questionnaire
20. Response
• 2787 respondents in total (including some
from mixed and other backgrounds who had
been indicated as belonging to one of the 5
target groups at screening)
• Response rate of 58 – 62% (depending on
method of treating those with unknown
ethnicity from the screening exercise)
• Poor response to mailback – 975 returned
21. Sample characteristics
EMBES BES
White British 0 3126
Other white 0 57
Mixed 113 32
Indian 587 52
Pakistani 668 17
Bangladeshi 270 8
Black Caribbean 598 31
Black African 525 38
Other 26 59
29. Don’t oversimplify the story
Clear evidence of generational change in the direction of
integration with respect to
Citizenship
Language
Social relationships
British identity
But some change in the opposite direction with respect to
Turnout
Support for violent protest
Duty to vote
30. Qualified optimism
• In the case of several outcomes, such as
language, citizenship, democratic
commitment and participation, all groups are
fully integrated by the second generation
• But some ethnic differences remain – lower
social integration among Pakistanis and
Bangladeshis but lower identificational
assimilation among Black groups
31. Some first reflections
• Positive changes are ones where starting values
in 1st generation were relatively low and have
since converged with the British pattern
• Negative changes are ones where 1st generation
showrf relatively high support for democracy,
and again have tended to converge with the
British level
• So overall picture is of gradual convergence with
established British patterns
32. Might the changes be due to MCPs?
• British MCP interventions weak so it would be
surprising if they had had much effect
• What might we have expected in the absence
of MCPs? Gradual convergence?
• Changes appear to have been at least as large
among South Asian groups (albeit from lower
starting points) as among Black groups so
doubtful if MCPs have had any impact
33. Can we discount alternative theories?
• Exclusion and discrimination by the White
majority group might also be expected to
reduce rates of convergence
• Black groups are particularly likely to feel
excluded and to experience relative
deprivation, and this is a more plausible
explanation of their disaffection
• Cultural preferences, especially with regard to
social segregation, cannot be ruled out
34. Logistic regression 1 (Average marginal effects)
Feels more Bothered about Might support
Black/Asian than marriage to white violent protest
British person against war
Ethno-religious group
Pakistani 0 0 0
Bangladeshi 0.07* -0.04 0.01
Indian Sikh 0.08* -0.07** 0.04
Indian Hindu 0.11** -0.09** -0.01
Indian Muslim -0.02 -0.09* -0.02
Other Indian 0.05 -0.12** 0.00
BA Muslim 0.13*** -0.10* -0.02
Other BA 0.25*** -0.03 0.04**
Black Caribbean 0.24*** -0.07** -0.03*
Generation
1st 0 0 0
1.5 -0.13*** -0.06** 0.06***
2nd + -0.25*** -0.11*** 0.06***
Age (ln) -0.31*** -0.04 -0.08**
Gender 0.01 0.01 -0.03**
Married 0.00 0.03* 0.00
Education 0.00 -0.01* 0.00
N 2552 2537 2520
35. Logistic regression 2 (Average marginal effects)
Feels more Bothered about Might support
Black/Asian than marriage to white violent protest
British person against war
Co-ethnic friends 0.03** -0.02 0.00
Co-ethnic neighbours 0.01 0.01 -0.01
Co-ethnic worship -0.02 0.01 0.02
Co-ethnic association 0.08*** 0.06*** 0.05**
Sociotropic discrimination 0.25*** 0.06 0.10***
Egocentric discrimination 0.09*** 0.07*** 0.00
Percentage co-ethnic (ln) 0.04 0.09* 0.00
Index of multiple deprivation (ln) 0.08 -0.03 -0.04
N 2552 2537 2520
36. In conclusion
• Multiculturalism has not failed utterly in Britain – MCPs
have not prevented convergence with British patterns
• Convergence has proceeded at similar rates for all ethno-
religious groups
• Some features of second generations – continuing social
segregation – are consistent with the critics’ claims, though
critics tend to oversimplify findings into exaggerated
‘stylized facts’.
• Best guess is that MCPs have been very weak and have
made little difference either way
• A better focus of policy interventions would be the
continued discrimination and exclusion by the majority
group