Racial, Ethnic, and Cultural Differences in Dementia Caregiving: Review and Analysis

This chapter focuses on the different facets of treatment decision making that have been empirically derived and are part of the peer-reviewed literature. These facets are approaches of treatment decision making (i.e. exploration and uptake of shared decision making, the current gold standard of treatment decision making); optimal treatment decision making (i.e. barriers and facilitators to engaging in optimal treatment decision making); support for treatment decision making (i.e. decision tools, nomograms, and seeking guidance on the Internet); the psychosocial state of patients following treatment decisions; and considerations related to studying treatment decision making (i.e. racial/ethnic disparities, cultural differences in decision making). Areas in which research is lacking or nonexistent (i.e. ensuring the patient understands the goals of treatment before making a treatment decision) are also highlighted as directions for future research.

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Racial, Ethnic, and Socio-cultural Differences across Supervisor, Supervisee, and Client

Foundations of Art Therapy Supervision ◽

10.4324/9781315451176-6 ◽

2020 ◽

pp. 121-142

Author(s):

Yasmine J. Awais ◽

Daniel Blausey

Keyword(s):

Cultural Differences ◽

Racial Ethnic

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Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.33.4.214 ◽

2019 ◽

Vol 33 (4) ◽

pp. 214-220

Author(s):

Roxanna Nasseri Pebdani

Keyword(s):

Identity Development ◽

Counselor Education ◽

Ethnic Minority ◽

Cultural Differences ◽

Cultural Competency ◽

Lived Experiences ◽

Group Differences ◽

Lifelong Learners ◽

Racial Ethnic ◽

Minority Identities

Historically, multicultural counselor education has taken a groups approach to educating students about cultural differences. Groups approaches explain cultural differences broadly, potentially leading students to minimize the potential for intra-group differences. This has led to the marginalization of the experiences of students with racial/ethnic minority identities. Incorporating the concepts of power, privilege, and oppression, along with the concept of intersectionality can allow multicultural educators to approach multicultural counselor education in a way that includes all students from any identity. These concepts, along with regularly addressed concepts like identity development, microaggressions, and advocacy, can lead to a broader view of cultural competency. Additionally, when students understand cultural competency within this framework, they have the tools to become lifelong learners. This approach allows students to learn about different client identities and cultures as they are encountered in the students' counseling experiences or as they evolve.

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Revitalisasi Nilai-Nilai Tauhid sebagai Upaya Mewujudkan Muslim Progresif dalam Beragama dan Bernegara: Interpretasi dan Aplikasi QS. Al-Baqarah [2]: 21-22 Perspektif Teori Hermeneutik Farid Esack

AT-TURAS Jurnal Studi Keislaman ◽

10.33650/at-turas.v7i2.1588 ◽

2020 ◽

Vol 7 (2) ◽

pp. 253-266

Author(s):

M. Sultan Latif Rahmatulloh

Keyword(s):

Cultural Differences ◽

Public Spaces ◽

The State ◽

The Other ◽

Moral Ideal ◽

Unitary State ◽

Other Hand ◽

Modern Context ◽

Racial Ethnic

Al Qur'an which is called idiom sālihu likulli zamān wa al-makān and Al Qur'an as hudan li al-nās should be able to be a solution for all aspects of life. On the other hand, the term monotheism is often only interpreted as a theological function that seems so sacred and final. Meanwhile, in the modern context, especially in a state, Al Qur'an is required to answer problems related to issues of the state, especially in Indonesia. By using Farid Esack's Hermeneutic theory, the researcher wants to interpret the verse of Tauhid QS. Al-Baqarah [2]: 20-21 and trying to apply it to the life of the state, especially in Indonesia to realize progressive Muslims. Based on the analysis carried out, the results show that the interpretation and application of QS. Al-Baqarah [2]: 20-21 in the perspective of Farid Esack's hermeneutic theory. If departing from the moral ideal of QS. Al-Baqarah [2]: 20-21 are orders to worship and be grateful for Allah's blessings. So looking at the context in a state, especially in Indonesia, there are three manifestations of the interpretation and application of QS. Al-Baqarah [2]: 20-21. First, tauhid means carrying out all the commands of Allah and staying away from all the prohibitions of Allah. second, in the context of Indonesian citizenship, monotheism should accept and respect all racial, ethnic, religious, and cultural differences in Indonesia. Third, tauhid in the context of Indonesian citizenship should take part in public spaces to promote and maintain the unity and welfare of the unitary state of Indonesia.Keywords: Tawheed, Hermeneutics, Progressive Muslims.

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Racial, Ethnic, and Cultural Differences in Responding to Distinctiveness and Discrimination on Campus: Stigma and Common Group Identity

Journal of Social Issues ◽

10.1111/0022-4537.00207 ◽

2001 ◽

Vol 57 (1) ◽

pp. 167-188 ◽

Cited By ~ 71

Author(s):

John F. Dovidio ◽

Samuel L. Gaertner ◽

Yolanda Flores Niemann ◽

Kevin Snider

Keyword(s):

Cultural Differences ◽

Group Identity ◽

Common Group ◽

Racial Ethnic

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“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

SAGE Open ◽

10.1177/2158244017739070 ◽

2017 ◽

Vol 7 (4) ◽

pp. 215824401773907 ◽

Cited By ~ 1

Author(s):

Simona Goldin ◽

Erin Elizabeth Flynn ◽

Cori Mehan Egan

Keyword(s):

Cultural Differences ◽

Undergraduate Students ◽

Social Life ◽

Teaching And Learning ◽

Multicultural Society ◽

School Contexts ◽

Informed Citizenry ◽

Nuanced Understanding ◽

Racial Ethnic

This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.

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The Colonial Situation in Southern Africa

The Journal of Modern African Studies ◽

10.1017/s0022278x00003979 ◽

1964 ◽

Vol 2 (2) ◽

pp. 149-164 ◽

Cited By ~ 12

Author(s):

Hilda Kuper

Keyword(s):

South Africa ◽

Cultural Differences ◽

Social Relations ◽

Southern Africa ◽

The Other ◽

The Social ◽

The Republic ◽

Southern Rhodesia ◽

The One ◽

Racial Ethnic

This article indicates the complexity of the social relations of whites and Africans in Southern Africa and the myths by which they rationalise their behaviour.1 The situation is not identical throughout Southern Africa, but there are, as I will show, certain fundamental similarities which validate an over-all analysis in terms of a ‘colonial situation’.2Each of the countries of Southern Africa (the Republic of South Africa, Southern Rhodesia, Northern Rhodesia, Nyasaland, the three British High Commission territories of Swaziland, Bechuanaland, and Basutoland, and the Portuguese provinces of Mozambique and Angola) represents a distinct political unit, expressing in its constitution the limits of control and participation permitted to groups which are distinguished according to so-called ‘racial’, ‘ethnic’, or ‘cultural’ differences. There has been a major distinction, explicit in some countries, disguised in others, between a dominant white minority and a subordinate African majority, a division corresponding to the ‘colonisers’ or ‘colonials’ on the one hand, and the ‘colonised’ on the other. But now Nyasaland has become independent Zambia, and Northern Rhodesia will achieve independence in October 1964.

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Dementia Caregiving Research: Expanding and Reframing the Lens of Diversity, Inclusivity, and Intersectionality

The Gerontologist ◽

10.1093/geront/gnaa050 ◽

2020 ◽

Vol 60 (5) ◽

pp. 797-805 ◽

Cited By ~ 5

Author(s):

Peggye Dilworth-Anderson ◽

Heehyul Moon ◽

María P Aranda

Keyword(s):

United States ◽

Older Adults ◽

The United States ◽

Dementia Caregiving ◽

Policy Practice ◽

Care Recipients ◽

Questions And Answers ◽

Effective Policy ◽

Diverse Groups ◽

Racial Ethnic

Abstract This forum expands and reframes the lens of dementia caregiving research among diverse racial and ethnic groups to better understand the unique needs, stressors, and strengths of multicultural and racial-ethnic family caregivers in the United States. By providing more diverse and inclusive knowledge on caregiving to older adults in the United States, we can create a new path forward with regards to caregiving research. Throughout the article, major questions and answers are supported by critiquing some of the caregiving literature. Discussions are provided to help create inclusive ways of conceptualizing caregiving research and using methodological approaches to reflect the diversity of caregivers and care recipients in the United States. Expanding and reframing the conceptual and methodological lens of diversity, inclusivity and intersectionality can provide evidence to support effective policy, practice, and care in addressing the needs of diverse groups of caregivers and older adults living with dementia.

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