Troubling identities: teacher education students` constructions of class and ethnicity

Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, 'race', or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio-economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo-Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education.

Diversity, ethnicity and consumption

This paper aims to examine diversity and identity issues from a marketing perspective. The traditional marketing practice of segmenting markets could be viewed as the antithesis of diversity as it relies on identifying  homogenous characteristics of a population. It is uneconomical and  generally less effective to market to a broad range of consumers than to do so for a specific group with homogenous characteristics. However, segmentation is not possible without diversify. Segmentation requires the presence of substantial differences in consumer characteristics and behaviour in a population to be truly effective. Marketing and its relationship to diversity, however, extends beyond segmentation and into issues of an individual's sense of identity and belonging. The literature suggests that an individual's identify is expressed through consumption and this can include ethnic identity. With an increasingly diverse, multicultural society in many countries, it is timely to look more closely at cultural identity and its relationship to consumption. Hofstede's work on cultural characteristics inherent in a particular country, continue to be widely used in international business. How evel; cultural identity and characteristics attributed to individuals in their country of birth may change when they immigrate to another country. Acculturation in a host country affects how immigrants see themselves and wish to be perceived. This can be problematic for marketers attempting to segment and reach consumers on the basis of their ethnicity. If consumption is an expression of identity as the literature suggests, then marketing has a role to play in either influencing or responding to issues of diversity and identity in the population at large. This paper examines the current literature on consumption, consumer behaviour and ethnic identify.

Ian's story : the complex interaction of ethnicity, class and masculinities

In this paper, a narrative is used to convey the complex connectedness that exists between class, ethnicity and masculinity. The story is of Ian, a successful academic who describes himself as Eurasian, and traces his development through parts of his childhood and into his professional career, using what Gough (1994) describes as a 'realistic fiction'. Relevant literature on masculinities and ethnicity is considered. There is some evidence to suggest that Ian has developed a fluid version of masculinity as a result of his Asian-Australian upbringing, and that he expresses different masculinities according to the social settings in which he finds himself. The paper concludes, just as Ian's story does, that masculinity interacts with class and ethnicity. This accords with Connell's (1995) caution that it is dangerous to think that there is a colored masculinity or a working class masculinity, and that the milieux of class and race need to be considered as well.

Ethnicity, social class, practice and pedagogy: a study of teacher identity

This paper draws on findings from three separate research projects to illustrate how teachers' and student-teachers' ethnic and social class identities shape their representations of professional self, their interactions with their students and the pedagogies they privilege in their classes. The paper raises a number of important implications for teacher education seeking to prepare teachers for culturally diverse contexts such as Australian classrooms. It concludes that a major challenge for teacher educators is to find ways of enabling their students to interrogate often taken-for-granted assumptions about their own ethnic and classed positionings.

The role of ethnicity and culture in body image and disordered eating among males

An increasing number of researchers have examined body image concerns, disordered eating, and other behaviors associated with increasing muscle size among men from different cultural groups. However, to date there has been no synthesis or evaluation of these studies. In this paper we specifically review studies which have included a comparison between males from different cultural groups with White males on body image concerns or other related behaviors. The groups include Blacks, Hispanic Americans, Asians, Native Americans, Pacific Islanders, and men from Middle Eastern countries. Overall, evidence suggests that males from a range of cultural groups engage in more extreme body change strategies and binge eating than Whites. On the other hand, there is no consistent pattern which summarizes the nature of body image concerns across the different cultures. Mediating and/or moderating variables are proposed to account for the inconsistent findings. These include body build, levels of acculturation, socio-economic status, media exposure, and internalization of the muscular and lean body ideal.

Serum 25-hydroxyvitamin D, diabetes, and ethnicity in the third national health and nutrition examination survey

OBJECTIVE— To determine the association between serum 25-hydroxyvitamin D (25OHD) and diabetes risk and whether it varies by ethnicity.
RESEARCH DESIGN AND METHODS— We performed an analysis of data from participants who attended the morning examination of the Third National Health and Nutrition Examination Survey (1988–1994), a cross-sectional survey of a nationally representative sample of the U.S. population. Serum levels of 25OHD, which reflect vitamin D status, were available from 6,228 people (2,766 non-Hispanic whites, 1,736 non-Hispanic blacks, and 1,726 Mexican Americans) aged ≥20 years with fasting and/or 2-h plasma glucose and serum insulin measurements.
RESULTS— Adjusting for sex, age, BMI, leisure activity, and quarter of year, ethnicityspecific odds ratios (ORs) for diabetes (fasting glucose ≥7.0 mmol/l) varied inversely across quartiles of 25OHD in a dose-dependent pattern (OR 0.25 [95% CI 0.11– 0.60] for non-Hispanic whites and 0.17 [0.08–0.37] for Mexican Americans) in the highest vitamin D quartile (25OHD ≥81.0 nmol/l) compared with the lowest 25OHD (≥43.9 nmol/l). This inverse association
was not observed in non-Hispanic blacks. Homeostasis model assessment of insulin resistance (loge) was inversely associated with serum 25OHD in Mexican Americans (P ≥ 0.0024) and non-Hispanic whites (P≥0.058) but not non-Hispanic blacks (P≥0.93), adjusting for confounders.
CONCLUSIONS— These results show an inverse association between vitamin D status and diabetes, possibly involving insulin resistance, in non-Hispanic whites and Mexican Americans. The lack of an inverse association in non-Hispanic blacks may reflect decreased sensitivity to vitamin D and/or related hormones such as the parathyroid hormone.

Adiponectin in umbillcal cord blood is inversely related to low-density lipoprotein cholesteril but not ethnicity

Context: Adiponectin is a recognized protective risk marker for cardiovascular disease in adults and is associated with an optimal lipid profile. The role of adiponectin at birth is not well understood, and its relationship with the neonatal lipid profile is unknown. Because ethnic disparities in cardiovascular risk have been attributed to low adiponectin and its associated low high-density lipoprotein cholesterol (HDL-C), investigation at birth may help determine the etiology of these risk patterns.

Objective: Our objective was to investigate the relationship between neonatal adiponectin and lipid profile at birth in two ethnic groups in cord blood.

Design, Setting, and Participants: Seventy-four healthy mothers and their newborns of South Asian and White European origin were studied in this cross-sectional study at St. Mary’s Hospital, Manchester, United Kingdom.

Main Outcome Measures: Serum adiponectin, total cholesterol, HDL-C, low-density lipoprotein cholesterol (LDL-C), and triglyceride levels were measured in umbilical venous blood at birth and in maternal blood collected at 28 wk gestation.

Results: Cord adiponectin was significantly inversely associated with cord LDL-C (r = –0.32; P = 0.005) but not HDL-C. In a multiple regression analysis, cord LDL-C remained the most significant association of cord adiponectin (ß = –0.13; P < 0.001). We did not find any significant ethnic differences in cord adiponectin or lipids with the exception of triglycerides, which were significantly lower in South Asian newborns (P < 0.05).

Conclusion: This is the first report of an inverse relationship between cord adiponectin and LDL-C at birth. In contrast to adult studies, we found no significant association between adiponectin and HDL-C in cord blood. Our results and the strong independent association between adiponectin and HDL-C observed in adult studies suggest a role for adiponectin in lipid metabolism. Ethnic differences in adiponectin may arise after birth.

Body weight, body image, and eating behaviours : relationships with ethnicity and acculturation in a community sample of young Australian women

A study was conducted to investigate associations between ethnicity and acculturation status and risk factors for eating disorders among young adult women. A community sample of 14,779 women aged 18–23 completed a comprehensive mail-out survey, which incorporated questions on country of birth, length of time spent in Australia, body weight, weight dissatisfaction, dieting, binge eating, and compensatory disordered eating behaviours. Results showed that risk factors for eating disorders were present across a range of ethnic groups. Further, a strong acculturation effect was observed, such that the longer the time spent in Australia, the more women reported weight-related values and behaviours similar to those of Australian-born women. Results challenge claims that risk factors for disordered eating are restricted to Caucasian females in Western societies. Implications for understanding ethnic and sociocultural influences on body weight, dieting, and disordered eating are considered.

Troubling identities : teacher education students' constructions of class and ethnicity

This paper reports on a research project that explored how student teachers understand ethnic and classed difference as it relates to themselves and their students. Discourses of schooling can shape students ethnic and classed identities, frequently positioning non-mainstream students as 'other' and marginalizing them. Significant numbers of our teacher education students have limited experience of diverse educational settings, having mainly attended white middle-class schools as students and as student teachers. Working with diverse student populations productively depends on teachers recognising and valuing difference. The ways in which they engage with students whose ethnic and classed identities are different from their own is important in creating learning environments that build on and engage with diversity.

In a preliminary stage of the research we asked eight third-year teacher education students to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they did (not) think about themselves as having ethnic or classed identities.

In this paper we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation: troubling and complex. We also consider the implications for teacher education.

Ethnicity, social class, practice and pedagogy : a study of teacher identity

This paper draws on findings from three separate research projects to illustrate how teachers’ and student-teachers’ ethnic and social class identities shape theirrepresentations of professional self, their interactions with their students and the pedagogies they privilege in their classes. The paper raises a number of important implications for teacher education seeking to prepare teachers for culturally diverse contexts such as Australian classrooms. It concludes that a major challenge for teacher educators is to find ways of enabling their students to interrogate often taken-for-granted assumptions about their own ethnic and classed positionings.

Race, ethnicity and education in globalized times

"This book broaches what has become a noisy silence whereby conversations about race and ethnic relationships are understood as unbalanced, irrelevant or as too dangerous to speak about. It is concerned with the ways that race and ethnic relationships are spoken about in contemporary western societies such as Australia and the changed and confused debates that underpin those discussions. Parents and teachers at one State secondary school in Melbourne, Australia speak about race and ethnic relationships as their school community is increasingly altered by globalising, technological and population change. Newspapers and public policy debates avoid discussions about race relationships even as discussions about national identity and direction are crucial themes. This book argues that race and ethnic relationships must be understood in new ways; that the analytical frameworks provided by constructivist thought and post-colonial writing must be interrogated to provide more comprehensive methodological resources to examine these relationships."

Double disadvantage : the influence of ethnicity over socioeconomic position on childhood overweight and obesity: findings from an inner urban population of primary school children

Objective: To examine the relationship between overweight/obesity in children, socioeconomic status and ethnicity/cultural background.

Design: Cross-sectional survey of children aged 4–13 years.

Setting: A total of 23 primary (elementary) schools in an inner urban municipality of Melbourne, Australia.

Participants: A total of 2685 children aged 4–13 years and their parents.

Main exposure measures: Ethnicity/cultural background – maternal region of birth; socioeconomic position (SEP) indicators – maternal and paternal educational attainment, family employment status, possession of a healthcare card, ability to buy food, indicator of disadvantage (Socioeconomic Index for Areas, SEIFA) score for school; parental weight status.

Main outcome measure: Prevalence of overweight/obesity.

Results: Prevalence of overweight/obesity approached 1 in 3 (31%) in this sample. Prevalence of overweight/obesity was greater for children of both North Africa and Middle Eastern background and children of Southern, South Eastern and Eastern European background compared with children of Australian background. This difference remained after adjusting for age, sex, height, clustering by school, SEP indicators and parental weight status; odds ratio, OR=1.57 (95% confidence interval, CI 1.12–2.19) and 1.88 (95%CI 1.24–2.85), respectively.

Conclusions: There is a clear independent effect of ethnicity above and beyond the effect of socioeconomic status on overweight and obesity in children. Further research is required to explore the mediators of this gradient.