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The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Elisabeth Gareis breaks new ground in her study of intercultural friendships. She probes the scantily researched subject of friendship to report on the nature of relations between foreigners and Americans in the United States. The approach is descriptive, using data derived from an extensive review of literature, questionnaires and in-depth interviews. Participants in the study were 15 unmarried graduate students from Germany, India, and Taiwan who had been in the U.S. for at least one year. From her study, Gareis concludes that cultural background is much less significant for the successful development of intercultural friendships than might be expected. The investigative results show that other factors play a more important role in developing strong intercultural friendships. These factors include: individual personality, level of confidence, the meaning attached to the concept of friendship, and general cultural expectations. As the only book of its kind to exist in the market, Intercultural Friendships will enlighten students and teachers of intercultural communication classes, counselors working with foreign students, and cross-cultural leaders. It will prove indispensable to foreign students in the U.S. and U.S. citizens working or studying abroad.
While strategic issues continue to be the critical element for foreign policy formulation there are significant dimensions outside the hard core of policy framework that remain by and large unappreciated in policy-related literature. These dimensions envelop a rather wide range of actions/activities that essentially comprise what could be broadly referred to as constituting cultural dynamics. These entail looking beyond the radar of strategic relationships, at socio-cultural engagements encompassing both institutions and communities. These in turn involve a large number of citizens cutting across boundaries and reiterating and reemphasising a sense of belonging or (un)belonging. This volume is an attempt at looking beyond the realms of strategy in the Asian geopolitical space. This compilation of essays, commentaries, research notes and film review is an attempt at presenting a nuanced understanding, analysis and appreciation of the cultural linkages in the Asian milieu.
Understanding multicultural feminist perspectives is vital for clinicians working to effectively help women in therapy. Feminist Reflections on Growth and Transformation: Asian American Women in Therapy provides therapists with valuable insight and research into the identities of Asian and Asian American women, all toward the crucial goal of being more effective when providing therapeutic help. In-depth explorations into the women’s personal experiences and psychological issues provide an empowering multicultural feminist viewpoint that challenges assumptions and stereotypes about their identities while presenting innovative therapeutic approaches. Identity is made up from several factors, such as worldview, beliefs, values, race, ethnicity, gender, sexual orientation, class, age, and religious orientation. Feminist Reflections on Growth and Transformation: Asian American Women in Therapy explores how these common factors impact psychotherapy approaches for women of Asian American backgrounds. This unique text presents the current research, what the data mean for adjusting clinical strategies, and personal accounts from Asian and Asian American women. Each chapter is extensively referenced. Topics in Feminist Reflections on Growth and Transformation: Asian American Women in Therapy include: breaking free of the passive, subservient stereotypes defining gender identity cultural and identity issues emotional parity negotiations in Chinese immigrant women’s marital relationships suicide as a means of agency rather than simply a cry for help the use of feminist and multicultural principles with survivors of domestic violence research on Asian American lesbians’ health integrating multiculturalism and feminism in the treatment of eating disorders innovative therapeutic approach based on Hindu understandings of Shakti approaches to work on body image and eating disorders group counseling with Asian American women training multicultural feminist therapy practitioners Feminist Reflections on Growth and Transformation: Asian American Women in Therapy is an insightful exploration of the culturally sensitive knowledge and skills clinicians need to work more effectively with female clients of Asian ancestry. This stimulating work is important reading for therapists, counselors, psychologists, and others in the mental health and social work fields.
Considers H.R. 12451 and identical H.R. 12452, to authorize HEW to help fund college and university international studies programs, including teacher and student research programs abroad. Hearing includes report to AID, "AID and the Universities" (p. 67-126), by John W. Gardner.
In this volume, Qi Wang traces the developmental, social, cultural, and historical origins of the autobiographical self - the self that is made of memories of the personal past and of the family and the community. Wang combines rigorous research, sensitive survey of real memories and memory conversations, and fascinating personal anecdotes into a state-of-the-art book. As a "marginal woman" who grew up in the East and works and lives in the West, Wang's analysis is unique, insightful, and approachable. Her accounts of her own family stories, extraordinarily careful and thorough documentation of research findings, and compelling theoretical insights together convey an unequivocal message: The autobiographical self is conditioned by one's time and culture. Beginning with a perceptive examination of the form, content, and function of parent-child conversations of personal and family stories, Wang undertakes to show how the autobiographical self is formed in and shaped by the process of family storytelling situated in specific cultural contexts. By contrasting the development of autobiographical writings in Western and Chinese literatures, Wang seeks to demonstrate the cultural stance of the autobiographical self in historical time. She examines the autobiographical self in personal time, thoughtfully analyzing the form, structure, and content of everyday memories to reveal the role of culture in modulating information processing and determining how the autobiographical self is remembered. Focusing on memories of early childhood, Wang seeks to answer the question of when the autobiographical self begins from a cross-cultural perspective. She sets out further to explore some of the most controversial issues in current psychological research of autobiographical memory, focusing particularly on issues of memory representations versus memory narratives and silence versus voice in the construction of the autobiographical self appropriate to one's cultural assumptions. She concludes with historical analyses of the influences of the larger social, political, and economic forces on the autobiographical self, and takes a forward look at the autobiographical self as a product of modern technology.
Many teens today who use the Internet are actively involved in participatory cultures—joining online communities (Facebook, message boards, game clans), producing creative work in new forms (digital sampling, modding, fan videomaking, fan fiction), working in teams to complete tasks and develop new knowledge (as in Wikipedia), and shaping the flow of media (as in blogging or podcasting). A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention. This report aims to shift the conversation about the "digital divide" from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning
The Journal of International Students (JIS), an academic, interdisciplinary, and peer-reviewed publication (Print ISSN 2162-3104 & Online ISSN 2166-3750), publishes scholarly peer reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of higher education.