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The internationalization of higher education and growth of international student mobility make higher education classrooms culturally and linguistically more diverse than ever, especially among postgraduate students (Brown and Holloway 2008; Gu, Schweisfurth, and Day 2009; Yu and Moskal 2019). However, recent research reports a common tendency for international students to be silent in the Western English-medium classroom (Choi 2015; Zappa-Hollman and Duff 2015; Morita 2004), identifying language competence and cultural difference as two main barriers to participation (Zhou, Knoke, and Sakamoto 2005). International students often bring a different cultural understanding of classroom interaction norms and conventions (Dippold 2015). Grounded in the theoretical framework of "community of practice" (Lave and Wenger 1991), this paper perceives international students' verbal participation as a "dynamic, socially situated process" (Duff 2010, 169) and classrooms as communities, in which students develop "an evolving form of membership" as they "change in how they participate in a community through the multiple social relations and roles they experience" (Lave and Wenger 1991, 53). In short, this study investigates how community members interact with and adjust to each other in order to create an equal classroom atmosphere.

The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference.

School diversity in the UK is not a new phenomenon. However, recent reforms to "modernise" the secondary school system towards greater diversity of provision, primarily in England, needs to be explored in more detail. The article begins by proposing three phases in the development of state-funded school diversity and provision between 1944 and 1997. It then goes on to consider such reforms with the introduction of a Labour government in 1997. We argue that school diversity under New Labour represents a distinct fourth phase within this broad policy agenda. While there is some continuity in the expansion of school diversity this most recent phase is characterised by greater governmental intervention and a stronger commitment to provide greater resources for schools in disadvantaged communities. However, the paper then critically analyses the relationship between recent programmes of education diversity and equity. In particular, we go on to discuss the extent to which critics' fears about the emergence of a two-tier system are justified. We conclude that while the fourth phase in the UK school diversity agenda may aim to be more equitable, complementary and collaborative it perhaps fails to recognise that the education system today is more competitive and consumer-led.

Microaggression is defined as subtle and often unconscious or automatic actions or statements made towards a discriminated group. It causes distress, anxiety and isolation. Microaggression can often lead to demoralisation and a feeling that one is in a constant psychological warfare. It is also ubiquitous in nature. This paper is a reflection on my experiences of microaggression as a black female academic gathered from working in six universities across five countries and two continents. I use autoethnography underscored by critical race theory thinking. The reflection has a multicultural face and is done in light of the extant literature on gendered, racial and non-native microaggression in the academic world. I find close similarities in my experiences with others. I conclude that microaggressions are ubiquitous and are inevitable in a multicultural setting. Victims need to acknowledge microaggressions and be assertive in order to mitigate the associated negative effects. Further, counterspaces provide a very useful platform for challenging the inaccuracy of victims' lived experiences and serve as a source of validation.

This school-based reflective narrative explores how one inner London primary school raised their awareness of the language needs of Advanced Bilingual Learners (ABL) through an emphasis on developing and celebrating pupils' first language skills alongside English. It stresses the central role of the teacher in planning language learning environments which empower pupils to talk confidently in their first language without feeling marginalised. In this setting, no one language is viewed as being of a lower status than the other. This paper outlines the teacher's role in crafting this process by building on pupils' social and cultural experiences. It further highlights the role of senior management in developing a whole-school ethos which promotes linguistic and cultural diversity, where the identities of multilingual pupils are nurtured. Evidence was collected through participant observation work conducted over a one-year period. The study was predominantly focused within a Year Six classroom (pupils aged between 10-11 years) in a multicultural school where the majority of pupils had Punjabi as their first language. At the time of the study, the school operated within the support framework and principles of a DfES (Department for Education and Skills) National Pilot Project within the UK (2004-2006). The national project was designed to promote a heightened awareness of strategies to support ABL at Key Stage Two (pupils between 7-11 years). (Contains 2 figures.)

There are few long-term studies in which the development of vocational education and training (VET) is placed in a larger societal framework. Consequently, there is limited understanding as to why VET has evolved quite differently even in countries with similar economic and social development. In his reflections on a possible theoretical framework for analyzing the historical development of European VET systems, Wolf-Dietrich Greinert takes a three-step approach searching for common principles of the various systems. VET is firstly embedded in national work cultures manifest in labor law. It is the work cultures which form the basis of specific VET regimes. Work cultures and VET regimes in turn come with leading ideas, which legitimatize a certain didactic orientation. Based on a diachronic analysis from the Industrial Revolution onwards, three general types of VET systems are identified: the liberal market economy model in Britain, the state-regulated bureaucratic model in France and the dual-corporate model in Germany.

Racial and cultural diversity issues have been a source of some interest amongst outdoor and environmental educators. Early research was framed in terms of the "under-participation" of people of colour, which led to the development of ethnocentric and methodologically problematical "marginality" and "ethnicity" theories. There is, however, a growing body of research, educational and otherwise, which focuses on people of colour, and which privileges culture as being central to the research process. I argue that there are currently (at least) three interrelated "culturally sensitive research approaches" in use to differing extents in environmental education in its widest sense: "ethnic modeling in qualitative research;" "culturing" environmental education; and community based participatory research. I conclude by making a plea for "culturally sensitive research approaches" to become inherent in all environmental education research. (Contains 7 notes.)

Background: Healthcare workers (HCWs) in the United Kingdom (UK) have faced many challenges during the COVID-19 pandemic, some of these arising out of their social positions. Existing literature explicating these challenges (e.g., lack of appropriate PPE, redeployment, understaffing) have highlighted inequities in how these have been experienced by HCWs based on ethnicity, gender or, job role. In this paper, we move a step ahead and examine how the intersection of these social positions have impacted HCWs' experiences of challenges during the pandemic. Methods: We collected qualitative data, using interviews and focus groups, from 164 HCWs from different ethnicities, gender, job roles, migration statuses, and regions in the United Kingdom (UK) between December 2020 and July 2021. Interviews and focus groups were conducted online or by telephone, and recorded with participants' permission. Recordings were transcribed and a hybrid thematic analytical approach integrating inductive data-driven codes with deductive ones informed by an intersectional framework was adopted to analyse the transcripts. Results: Thematic analysis of transcripts identified disempowerment, disadvantage and, discrimination as the three main themes around which HCWs' experiences of challenges were centred, based on their intersecting identities (e.g., ethnicity gender, and/or migration status). Our analysis also acknowledges that disadvantages faced by HCWs were linked to systemic and structural factors at the micro, meso and macro ecosystemic levels. This merging of analysis which is grounded in intersectionality and considers the ecosystemic levels has been termed as 'intrasectionalism'. Discussion: Our research demonstrates how an intrasectional lens can help better understand how different forms of mutually reinforcing inequities exist at all levels within the healthcare workforce and how these impact HCWs from certain backgrounds who face greater disadvantage, discrimination and disempowerment, particularly during times of crisis like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This article considers the place of theory within education in two contexts -- Sweden and the UK -- and advances the argument that both governments and academics themselves have contributed to a 'theoryless' education. Examples are offered from the fate of education science in Sweden and, in the UK, from responses to the Research Excellence Framework (REF) and from the actions of a group of independent academics charged with producing guidelines for assessing qualitative research. Work with the Council of Europe in which theory was used to guide discussions with Government Ministers is described and the paper ends with some proposals for enabling academics to engage more fruitfully with theory. These involve a framework of ethics, informed by Levinas, and a 'creative ontology', developed by Simons and Masschelein.

This study is devoted to the multilayered and controversial problem of multiculturalism, in the context of national identity in the territory of modern Great Britain. The article deals with the problems of the transformation of the linguistic and cultural components of the life of the country, and the perception and acceptance of ethnic diversity by the population of Britain. Particular attention is paid to the emergence of new varieties of the English language - ethnolects and multiethnolects, resulting from the relationship between different ethnic groups in the context of multiculturalism. In the article, the author gives examples that testify to the fiasco of multiculturalism and reflects on the social and linguistic aspects of the process of integrating non-racial, non-religious migrants into European and, in particular, English society. The paper considers such a phenomenon as the "cancellation culture" of the white race. The questions of the formation of a hybrid identity are touched upon, as well as concerns are expressed about the possible negative impact of the osternization of Europe. [ABSTRACT FROM AUTHOR]

Over the past decade, industry relevance and connectedness have evolved into a key requirement for students and their parents, who increasingly perceive employability upon graduation as a critical factor in the degree selection process. Simultaneously, professional bodies emphasise the need for high levels of industry engagement as a condition for accreditation, which in turn further impacts on the "marketability" of a specific degree. However, many of the skills emphasised by potential employers and industry reference groups are more closely aligned with generic graduate attributes, rather than discipline specific knowledge and skills. This increasingly includes an emphasis on cultural awareness, excellent communication skills and the ability to work in dispersed, often even virtual teams. This observation is arguably particularly relevant within the business (degree) context, where workforces become increasingly multicultural, as traditional borders and limitations make way for transnational opportunities. This paper discusses the benefits and challenges associated with a third year student project that set out to combine the need for discipline specific knowledge, with the acquisition of versatile, culturally sensitive business skills. Students participating in the aptly titled "communications challenge" competed against their peers as part of multicultural teams, representing twelve countries, across five continents. The authors conclude that experiential learning opportunities like this global, real life client project may not necessarily be popular amongst the wider student cohort. Furthermore, the acquisition of discipline specific knowledge may be limited when compared to "traditional" teaching deliveries. However, projects like this provide a number of benefits, in particular in the context of capstone units that set out to prepare students for a diverse career in an increasingly global, multicultural and complex environment.

This article argues that in Britain dominant educational discourses of "the ideal pupil" exclude minority ethnic pupils and prevent them from inhabiting a position of authentic "success". It suggests that "the successful pupil" is a desired yet refused subject position for many minority ethnic young people--even for those who are (to some extent) performing educational success. The article draws on interview and discussion group data from teachers, minority ethnic parents and minority ethnic pupils (aged 14-16 years) that were collected across four separate studies. All the studies were conducted in British secondary schools and focused on the identities and experiences of British Chinese, British Muslim and ethnically diverse samples of young people. The article engages in an unpicking of the multiple ways in which minority ethnic pupils are Othered in relation to the dominant identity of the "ideal pupil" as White, male, middle class, and so on. The article moves beyond the notion of a singular Other position, engaging with the slipperiness of power and entanglements of "race", gender, class and sexuality through the conceptual device of a trichotomy. This integrated model moves beyond notions of simplistic "stereotyping" to explain how complexly located minority ethnic pupils are always-already positioned as "other" within British educational discourse, such that even "high-achieving" minority ethnic pupils may experience success as precarious. (Contains 2 tables and 7 notes.)

This article argues that the creation of a range of separate religious schools can prevent integration and encourage separation. It might well be that in fifty years' time, people will look back at this moment and blame us for exacerbating the social fragmentation that characterises modern Britain.

This paper will excavate pre-independence (British/Pakistan) and post-independence colonial education interventions into Buddhist culture and education with the view to expose the nature and shape of colonial domination and related Buddhist efforts at cultural and educational decolonization. This will be accomplished by (a) considering a brief description of Buddhist communities in Bangladesh and the development of a critical historical and contemporary description of how pre-independence (British and Pakistani) and post-independence Bangladeshi nationalist colonial education processes have attempted to displace cultural diversity and contemplative learning practice; (b) a related discussion on the contradictions of colonial education for economic growth and Buddhist values and economy; and (c) an elaboration of Buddhist cultural resistance, resilience, and attempts at decolonization through non-violent action. (Contains 7 notes.)

Proposes adding intellectual freedom and censorship issues to the information science curriculum, and describes how 60 British and Canadian public library directors were surveyed to develop instructional case studies. Results indicate a concern for the right not to be offended, the right of all ideas to be heard, and the conflict between intellectual freedom and multiculturalism. (JKP)

Complementary feeding practices and adherence to health recommendations are influenced by a range of different and often interrelating factors such as socio‐economic and cultural factors. However, the factors underlying these associations are often complex with less awareness of how complementary feeding approaches vary across the UK's diverse population. This paper describes a qualitative investigation undertaken in a deprived and culturally diverse community in the UK which aimed to explore parents' knowledge, beliefs and practices of complementary feeding. One hundred and ten mothers and fathers, self‐identified as being White British, Pakistani, Bangladeshi, Black African/Caribbean or Polish took part in twenty‐four focus group discussions, organised by age group, sex and ethnicity. The findings revealed that most parents initiated complementary feeding before the World Health Organisation (WHO) recommendation of 6 months. Early initiation was strongly influenced by breast feeding practices alongside the extent to which parents believed that their usual milk; that is, breastmilk or formula was fulfilling their infants' nutritional needs. The composition of diet and parents' approach to complementary feeding was closely aligned to traditional cultural practices; however, some contradictions were noted. The findings also acknowledge the pertinent role of the father in influencing the dietary practices of the wider household. Learning about both the common and unique cultural feeding attitudes and practices held by parents may help us to tailor healthy complementary feeding advice in the context of increasing diversity in the United Kingdom. [ABSTRACT FROM AUTHOR]

Background: Patient and public involvement and engagement (PPIE) can improve the relevance, quality, ethics and impact of research thus contributing to high quality research. Currently in the UK, people who get involved in research tend to be aged 61 years or above, White and female. Calls for greater diversity and inclusion in PPIE have become more urgent especially since the COVID-19 pandemic, so that research can better address health inequalities and be relevant for all sectors of society. Yet, there are currently no routine systems or requirements to collect or analyse the demographics of people who get involved in health research in the UK. The aim of this study was to develop to capture and analyse the characteristics of who does and doesn't take part in patient and public involvement and engagement (PPIE) activities. Methods: As part of its strategic focus on diversity and inclusion, Vocal developed a questionnaire to assess the demographics of people taking part in its PPIE activities. Vocal is a non-profit organisation which supports PPIE in health research across the region of Greater Manchester in England. The questionnaire was implemented across Vocal activities between December 2018 and March 2022. In that time. Vocal was working with approximately 935 public contributors. 329 responses were received: a return rate of 29.3%. Analysis of findings and comparison against local population demographic data, and available national data related to public contributors to health research, was performed. Results: Results show that it is feasible to assess the demographics of people who take part in PPIE activities, through a questionnaire system. Further, our emerging data indicate that Vocal are involving people from a wider range of ages and with a greater diversity of ethnic backgrounds in health research, as compared to available national data. Specifically, Vocal involves more people of Asian, African and Caribbean heritage, and includes a wider range of ages in its PPIE activities. More women than men are involved in Vocal's work. Conclusion: Our 'learn by doing' approach to assessing who does and doesn't take part in Vocal's PPIE activities has informed our practice and continues influence our strategic priorities for PPIE. Our system and learning reported here may be applicable and transferable to other similar settings in which PPIE is carried out. We attribute the greater diversity of our public contributors to our strategic priority and activities to promote more inclusive research since 2018. Plain English summary: Patient and public involvement and engagement (PPIE) can improve the relevance, quality, ethics and impact of research thus contributing to high quality research. Currently in the UK, people who get involved in research tend to be aged 61 years or above, White and female. Calls for greater diversity and inclusion in PPIE have become more urgent especially since the COVID-19 pandemic, so that research can better address health inequalities and be relevant for all sectors of society. Yet, there are currently no routine systems or requirements to collect or analyse the demographics of people who get involved in health research in the UK. Vocal is a non-profit organisation which supports PPIE in health research across the region of Greater Manchester in England. Since 2018, one of Vocal's strategic priorities has been to promote inclusive research by diversifying those who are engaged and involved in research, through the development of more inclusive ways of working together, including methods to understand who is (and isn't) currently involved in Vocal's PPIE activities. We find that it's feasible to capture and analyse demographic data related to PPIE. Further, our emerging data indicate that we are involving people from a wider range of ages and with a greater diversity of ethnic backgrounds in PPIE for health research, as compared to available national data. However, similarly to national trends, more women than men are involved in PPIE work. [ABSTRACT FROM AUTHOR]

This paper reviews different factors affecting an inclusive educational environment for British children, including race, ethnicity, and social class. Research has shown that different ethnicities and races affect children's national identification - to be British is perceived as less relevant than being English, Scottish, Welsh, or Northern Irish. In addition, children's association of positive attributes, such as food, school clothes, or extra classes, with people from high-ranking social class also divides classroom environments in the UK. In this context, children coming from lower ranking social status can be vulnerable. This reality requires educational solutions to promote intercultural competence that would foster respect, embrace differences and cultural diversity, and create an inclusive educational environment for British school children. [ABSTRACT FROM AUTHOR]

In this paper we present the current state of cultural diversity education for undergraduate medical students in three English-speaking countries: the United Kingdom (U.K.), United States (U.S.) and Canada. We review key documents that have shaped cultural diversity education in each country and compare and contrast current issues. It is beyond the scope of this paper to discuss the varied terminology that is immediately evident. Suffice it to say that there are many terms (e.g. cultural awareness, competence, sensitivity, sensibility, diversity and critical cultural diversity) used in different contexts with different meanings. The major issues that all three countries face include a lack of conceptual clarity, and fragmented and variable programs to teach cultural diversity. Faculty and staff support and development, and ambivalence from both staff and students continue to be a challenge. We suggest that greater international collaboration may help provide some solutions. [ABSTRACT FROM AUTHOR]

Presents comments of the author on the state of academic economics in Great Britain. Comparison of gender balance in academic economics with the United States; Reasons for the decrease in proportion of women in academic positions at every economic level; Impact of ethnic diversity on academic economics; Concern over the declining interest of students in economics.

Background: Patient and public involvement (PPI) is a critical priority in research, policy, academia and advocacy organizations. PPI in dementia research is gaining momentum. However, these efforts are missing in international projects aimed at those living with advanced dementia in long‐term care (LTC) homes. Additional complexities can arise in enacting PPI within the context of integration of a palliative approach to care and experiences around end‐of‐life in (EOL) dementia. The mySupport study involved implementing the Family Carer Decision Support (FCDS) intervention for care partners of those living with advanced dementia in LTC in six countries. Research Design and Objective: An interpretive description study was conducted to explore the perspectives of international researchers from six countries on engaging people with lived experiences of dementia and EOL care in research processes. The findings from this study informed the development of a PPI strategy and a subsequent toolkit for the FCDS intervention. Findings: Thirty‐eight interviews were completed with project researchers: 12 from the United Kingdom, 8 from Canada, 7 from Ireland, 4 each from Italy and The Netherlands and 3 from the Czech Republic. Four broad themes describe international researchers' perspectives on advancing methods of engagement for people with lived experiences of dementia and EOL in international PPI activities: (1) Groundwork to engage in research; (2) planning for research activities is key; (3) focus on meaningful engagement and (4) having foresight for practical issues shaping PPI. Discussion and Implications: International projects that involve PPI can present many sources of challenges. The findings in this study highlight important considerations for foundational work for incorporating PPI in international projects. Learning from world leaders and those with lived experiences in various regions can be insightful and help share tools and resources. Patient or Public Contribution: PPI was envisioned as a critical part of conducting the mySupport study. The findings from this study informed the development of a PPI strategy and an international Strategic Guiding Council that included family carers of those living with advanced dementia in LTC homes in six countries. This manuscript focused on the perspectives of researchers on their engagement with people with lived experiences of dementia and EOL. The perspectives of persons with lived experiences on engaging in the mySupport research study will be reported in a forthcoming manuscript. [ABSTRACT FROM AUTHOR]

The aim of this project was to explore the understanding and awareness of dementia in the Pakistani-origin community in a deprived urban region of the UK. The study was unique in accessing and interviewing Pothwari speakers, some of whom could not read or understand spoken English. Data generated from an earlier study were used to construct five scenarios, which were used as the basis for face-to-face semi-structured interviews with 11 male and female participants from the Pakistani-origin community spanning two generations. Braun and Clarke's six phases of thematic analysis were used to analyse the data to answer the research questions. Themes constructed from these interviews indicated a lack of awareness and understanding of dementia, a range of attitudes and assumptions, reluctance to seek external support, and a significant role for the cultural background in shaping the individuals' responses. The study found that poor understanding, cultural differences, and language issues presented barriers to accessing services in the British Pakistani community, particularly among those who had been born in Pakistan and/or spoke Pothwari in preference to English. Services and information may need to be offered by Pothwari speakers in order to reach this neglected sector of the population. [ABSTRACT FROM AUTHOR]

Introduction: Weight gain in the months/years after diagnosis/treatment of severe enduring mental illness (SMI) is a major predictor of future diabetes, dysmetabolic profile and increased risk of cardiometabolic diseases. There is limited data on the longer-term profile of weight change in people with a history of SMI and how this may differ between individuals. We here report a retrospective study on weight change over the 5 years following an SMI diagnosis in Greater Manchester UK, an ethnically and culturally diverse community, with particular focus on comparing non-affective psychosis (NAP) vs affective psychosis (AP) diagnoses. Methods: We undertook an anonymised search in the Greater Manchester Care Record (GMCR). We reviewed the health records of anyone who had been diagnosed for the first time with first episode psychosis, schizophrenia, schizoaffective disorder, delusional disorder (non-affective psychosis = NAP) or affective psychosis (AP). We analysed body mass index (BMI) change in the 5-year period following the first prescription of antipsychotic medication. All individuals had taken an antipsychotic agent for at least 3 months. The 5-year follow-up point was anywhere between 2003 and 2023. Results: We identified 9125 people with the diagnoses above. NAP (n = 5618; 37.3% female) mean age 49.9 years; AP (n = 4131; 60.5% female) mean age 48.7 years. 27.0% of NAP were of non-White ethnicity vs 17.8% of AP individuals. A higher proportion of people diagnosed with NAP were in the highest quintile of social disadvantage 52.4% vs 39.5% for AP. There were no significant differences in baseline BMI profile. In a subsample with HbA1c data (n = 2103), mean HbA1c was higher in NAP at baseline (40.4 mmol/mol in NAP vs 36.7 mmol/mol for AP). At 5-year follow-up, there was similarity in both the overall % of individuals in the obese ≥ 30 kg/m2 category (39.8% NAP vs 39.7% AP), and % progressing from a normal healthy BMI transitioned to obese/overweight BMI (53.6% of NAP vs 55.6% with AP). 43.7% of those NAP with normal BMI remained at a healthy BMI vs 42.7% with AP. At 5-year follow-up for NAP, 83.1% of those with BMI ≥ 30 kg/m2 stayed in this category vs 81.5% of AP. Conclusion: The results of this real-world longitudinal cohort study suggest that the changes in BMI with treatment of non-affective psychosis vs bipolar disorder are not significantly different, while 43% maintain a healthy weight in the first 5 years following antipsychotic prescription. Key summary: We here report a longitudinal retrospective cohort study on weight change post-SMI diagnosis in Greater Manchester UK, an ethnically and culturally diverse community with particular focus on a history of non-affective psychosis vs affective psychosis disorder. [ABSTRACT FROM AUTHOR]

We aimed to determine how patterns of functional and taxonomic dissimilarities and their components differ between disturbed and undisturbed plant communities. Taxonomic (species) and functional (trait) diversity are key aspects of biodiversity, and their respective dissimilarities are important in diversity scaling and for informing conservation. We utilized a pseudo-experimental setting, the Basingstoke Canal, UK, where sections of canal bank have been repaired over a four-year period and are interspersed with sections left undisturbed. We collected plant community data, computed functional beta diversity and taxonomic beta diversity and partitioned them into species loss and replacement components. We compared disturbed and undisturbed plots with respect to these dissimilarity measures, the time since disturbance, invasive species, plant life-forms and environmental dissimilarity. We found high levels of taxonomic (85–90%) and functional (70–76%) dissimilarities between disturbed and undisturbed sites, primarily driven by turnover. The total dissimilarity was lower for functional dissimilarity than taxonomic dissimilarity. Disturbed sites had greater between-site taxonomic and functional dissimilarities and lower plant abundances than undisturbed sites, driven by both turnover and nestedness components. The disturbed site functional diversity diverged strongly from null expectations. We found no significant effects of time since disturbance, environmental variables or invasive species, possibly indicating the dominance of stochastic, local-scale processes. However, disturbed sites had lower levels of phanerophyte richness and higher levels of therophyte richness. Our results indicate that small-scale disturbances may increase taxonomic and functional between-community dissimilarities in anthropogenic habitats without increasing invasive species, lending support to local-scale conservation that enhances habitat heterogeneity to promote taxonomic diversity and its corresponding biotic functions. [ABSTRACT FROM AUTHOR]

Background: Despite a growing drive to improve diversity in medical schools, those from state schools and less-advantaged sociodemographic backgrounds remain underrepresented. We explore applicants' approaches to preparing for medical school selection, considering the complexity of sociodemographic disadvantage in this highly competitive process. Methods: Narrative interviews were undertaken with applicants to a United Kingdom medical school, exploring experiences of preparation for selection (n = 23). Participants were purposively sampled based on involvement in widening participation schemes, school background, gender, and ethnicity. Transcribed data were analyzed using Labov and Waletzky's analytic framework. Bourdieu's concepts of cultural capital and habitus provided a lens to constraints faced and variable experiences. This informed a consideration of the ways applicants approached and navigated their preparation, in the face of various constraints. Results: Constraints to resources and support were often apparent for those from state nonselective (SNS) schools. These applicants and those beginning their preparation later (12-18 months before application) appeared particularly vulnerable to myths and misunderstandings about the application process and appeared less confident and less discerning in their navigation of preparation. Some of the applicants, particularly those from independent and state selective schools, appeared confident and competent in navigating the complexities of the application process, while others (often from SNS schools) were more frequently lost or stressed by the process. Discussion: Those who lack particular preparatory tools or resources (materially, culturally, or perceptually) must "make do" as they prepare for medical school selection, In doing so, they may risk a haphazard, ill-informed or ill-equipped approach. Constraints to opportunities, more typically experienced by those from SNS schools, appeared to motivate the process of bricolage for a number of the applicants. Perversely, medical schools have introduced nonacademic requirements to level the playing field of disadvantage, yet applicants in this group appear to experience challenges as they prepare for selection. [ABSTRACT FROM AUTHOR]

Background: Though links between childhood maltreatment and mental health have been established, little known about how specific types of childhood maltreatment tend to cluster and how the resulting patterns of exposure impact mental health outcomes. Method: The current study used latent profile analyses in Chinese (N = 544) and UK (N = 589) samples to identify childhood psychological maltreatment profiles (i.e., profiles of psychological abuse, psychological neglect, and psychological non-support) in different country contexts, and their associations with a range of mental health (i.e., depression, anxiety, anger, physical aggression, verbal aggression, and hostility), and broader well-being (i.e., self-esteem) outcomes. Unadjusted as well as analyses adjusted for adverse childhood experiences (ACEs) were conducted. Results: Four profiles were identified in both samples, but their nature differed between the Chinese sample ("Psychological Non-support", "Low-Maltreated", "High-Maltreated", and "Severe-Maltreated") and the UK sample ("Low-Maltreated", "Moderate-Maltreated", "High-Maltreated", and "Severe-Maltreated"). Individuals in the "Psychological Non-support" in China and "Low-Maltreated" class in the UK displayed better mental health outcomes–lower levels of depression, anxiety, and aggression, and higher self-esteem. In contrast, individuals in the "Severe-Maltreated" profiles in both the Chinese and UK samples displayed poorer mental health outcomes–higher depression, anxiety, and aggression, and lower self-esteem. Interventions and prevention efforts are needed for individuals categorized in profiles affected by psychological maltreatment. Conclusion: This study highlights the importance of using targeted intervention or prevention to prevent psychological maltreatment, as well as improve mental health outcomes in individuals who have experienced psychological maltreatment. [ABSTRACT FROM AUTHOR]

Background: Late access to antenatal care is a contributor to excess mortality and morbidity among ethnic minority mothers compared to White British in the UK. While individual ethnicity and socioeconomic disadvantage are linked to late antenatal care initiation, studies have seldom explored patterns of late initiation and associated factors in ethnically dense socially disadvantaged settings. This study investigated disparities in the timing of antenatal care initiation, and associated factors in an ethnically dense socially disadvantaged maternal cohort. Methods: A retrospective cross-sectional study using routinely collected anonymous data on all births between April 2007—March 2016 in Luton and Dunstable hospital, UK (N = 46,307). Late initiation was defined as first antenatal appointment attended at > 12 weeks of gestation and further classified into moderately late (13–19 weeks) and extremely late initiation (≥ 20 weeks). We applied logistic and multinomial models to examine associations of late initiation with maternal and sociodemographic factors. Results: Overall, one fifth of mothers (20.8%) started antenatal care at > 12 weeks of gestation. Prevalence of late initiation varied across ethnic groups, from 16.3% (White British) to 34.2% (Black African). Late initiation was strongly associated with non-White British ethnicity. Compared to White British mothers, the odds of late initiation and relative risk of extremely late initiation were highest for Black African mothers [adjusted OR = 3.37 (3.05, 3.73) for late initiation and RRR = 4.03 (3.51, 4.64) for extremely late initiation]. The odds did not increase with increasing area deprivation, but the relative risk of moderately late initiation increased in the most deprived ([RRR = 1.53 (1.37, 1.72)] and second most deprived areas [RRR = 1.23 (1.10, 1.38)]. Late initiation was associated with younger mothers and to a lesser extent, older mothers aged > 35 years. Mothers who smoked during pregnancy were at higher odds of late initiation compared to mothers who did not smoke. Conclusions: There is a need to intensify universal and targeted programmes/services to support mothers in ethnically dense socially disadvantaged areas to start antenatal care on time. Local variations in ethnic diversity and levels of social disadvantage are essential aspects to consider while planning services and programmes to ensure equity in maternity care provision. [ABSTRACT FROM AUTHOR]

Ethnic differences in non-communicable disease risk have been described between individuals of South Asian and European ethnicity that are only partially explained by genetics and other known risk factors. DNA methylation is one underexplored mechanism that may explain differences in disease risk. Currently, there is little knowledge of how DNA methylation varies between South Asian and European ethnicities. This study characterised differences in blood DNA methylation between individuals of self-reported European and South Asian ethnicity from two UK-based cohorts: Southall and Brent Revisited and Born in Bradford. DNA methylation differences between ethnicities were widespread throughout the genome (n = 16,433 CpG sites, 3.4% sites tested). Specifically, 76% of associations were attributable to ethnic differences in cell composition with fewer effects attributable to smoking and genetic variation. Ethnicity-associated CpG sites were enriched for EWAS Catalog phenotypes including metabolites. This work highlights the need to consider ethnic diversity in epigenetic research. [ABSTRACT FROM AUTHOR]

Socioeconomic segregation has an important role in the emergence of large-scale inequalities in urban areas. Most of the available measures of spatial segregation depend on the scale and size of the system under study, or neglect large-scale spatial correlations, or rely on ad-hoc parameters, making it hard to compare different systems on equal grounds. We propose here a family of non-parametric measures for spatial distributions, based on the statistics of the trajectories of random walks on graphs associated to a spatial system. These quantities provide a consistent estimation of segregation in synthetic spatial patterns, and we use them to analyse the ethnic segregation of metropolitan areas in the US and the UK. We show that the spatial diversity of ethnic distributions, as measured through diffusion on graphs, allow us to compare the ethnic segregation of urban areas having different size, shape, or peculiar microscopic characteristics, and exhibits a strong association with socio-economic deprivation. Socioeconomic segregation is one of the main factors behind large-scale inequalities in urban areas and its characterisation remains challenging. The authors propose a family of non-parametric measures to quantify spatial heterogeneity through diffusion, and show how this relates to segregation and deprivation [ABSTRACT FROM AUTHOR]

Background: Handwashing is a key strategy for reducing the spread of infection but hand hygiene practises are often poor. Pre-testing messages prior to a campaign is expensive and time consuming. Objective: This study investigates (1) emotional reactions to handwashing messages based on four different theoretical constructs (Knowledge of Risk, Comfort, Disgust and Social Norms), (2) how images may influence emotional reactions and (3) the influence of emotion, images and theoretical construct on handwashing motivation. Methods: A novel methodology was employed whereby FaceReader, software that automatically analyses emotions, was used to identify reactions to handwashing messages. Thirty-one participants from The University of Sheffield were recruited for this laboratory study. Results: Most participants did not react strongly to any message and emotional reactions were similar for messages from different theoretical constructs. Adding images to text messages intensified some emotional reactions, particularly Happy and Disgusted for the two messages from the Disgust theoretical perspective. Moreover, participants thought that messages that used images were 1.8 times more likely to encourage handwashing. Knowledge of Risk messages (most encouraging) were 2.9 times more likely to be selected as encouraging handwashing than Comfort messages (least encouraging). An increase in the Disgusted emotion was also associated with an increase in encouragement. Discussion: This study suggests that handwashing messages should be designed to exploit emotional reactions but more research is needed to understand how to design messages for these reactions. Whether disgust is as important post Covid-19 requires future investigation. FaceReader can be usefully and inexpensively employed to pre-test handwashing messages. [ABSTRACT FROM AUTHOR]

A number of scholars have noted a negative relationship between ethnic diversity and social capital or social trust, especially in the US. Evidence from other countries has been more mixed and sometimes contradictory. In this paper we provide the first Anglo-American comparative analysis of the relationship between neighbourhood diversity and social capital, and show how this relationship varies across ethnic categories. We apply multilevel structural equation models to individual level data from the 2000 Citizen Benchmark Survey for the US and the 2005 Citizenship Survey for Great Britain. The findings suggest that while for attitudinal social capital among Whites the negative underlying relationship with diversity is apparent in both countries, the effect is much weaker or reversed for minority groups. For structural social capital the negative relationship is apparent for minorities but not Whites, but this is mainly attributable to other neighbourhood characteristics. [ABSTRACT FROM AUTHOR]

Using data from the UK's Community Life Survey, we present the first study to examine the relationship between heterogeneity in one's friendship network and subjective well-being. We measure network heterogeneity by the extent to which one's friends are similar to oneself with regard to ethnicity and religion. We find that people who have friendship networks with characteristics dissimilar to themselves have lower levels of subjective well-being. Specifically, our two-stage least squares (2SLS) estimates, using measures of ethnic and religious diversity based on the Herfindahl-type fractionalization index that are flipped between adjoining rural/urban areas as instruments, suggest that a standard deviation increase in the proportion of one's friends from different ethnic (religious) groups is associated with a decrease of 0.276 (0.451) standard deviations in subjective well-being. [ABSTRACT FROM AUTHOR]

We analyse how neighbourhood ethnic diversity and segregation affect adolescents' social participation in England. We distinguish between participation in 'purposeful activities'—such as sports and volunteering—and hanging around with friends. We suggest a novel identification strategy to address the problem of endogeneity of ethnic diversity and segregation. We find that ethnic diversity decreases hanging around, while ethnic segregation increases it. No effects on participation in purposeful activities are found. [ABSTRACT FROM AUTHOR]

The article features Centre for the Evolution of Cultural Diversity (CECD), a phase two Arts and Humanities Research Council (AHRC) Research Centre in Great Britain. It mentions that CECD aims to understand human cultural diversity in the context of the past and present events to define a new evolutionary science of cultural dynamics. It notes that its programme dwells on cultural variation, inheritance and selection. In addition, its intellectual achievements in 2008 are provided.

Background: Diversity in Europe has both increased and become more complex posing challenges to both national and local welfare state regimes. Evidence indicates specific barriers for migrant, faith and minority ethnic groups when accessing healthcare. However, previous studies of health in diverse cities in European countries have mainly adopted an ethno-national focus. Taking into account the new complexity of diversity within cities, a deeper and multi-faceted understanding of everyday health practices in superdiverse contexts is needed to support appropriate healthcare provision. Methods/Design: This protocol describes a mixed method study investigating how residents in superdiverse neighbourhoods access healthcare. The study will include participant observation and qualitative interviewing as well as a standardised health survey and will be carried out in eight superdiverse neighbourhoods - with varying deprivations levels and trajectories of change - in four European countries (Germany, Portugal, Sweden and UK). In each neighbourhood, trained polylingual community researchers together with university researchers will map formal and informal provision and infrastructures supportive to health and healthcare. In-depth interviews with residents and healthcare providers in each country will investigate local health-supportive practices. Thematic analysis will be used to identify different types of help-seeking behaviours and support structures across neighbourhoods and countries. Using categories identified from analyses of interview material, a health survey will be set up investigating determinants of access to healthcare. Complex models, such as structural equation modelling, will be applied to analyse commonalities and differences between population groups, neighbourhoods and countries. Discussion: This study offers the potential to contribute to a deeper understanding of how residents in superdiverse neighbourhoods deal with health and healthcare in everyday practices. The findings will inform governmental authorities, formal and informal healthcare providers how to further refine health services and how to achieve equitable access in diverse population groups. [ABSTRACT FROM AUTHOR]

The employment position of people with enduring mental health issues and learning difficulties (intellectual impairment) is a major policy and moral challenge. The continued exclusion from paid work for those disabled people who are otherwise keen to work is marked in Western Europe even in high per capita welfare states. The paradox here is that disabled people have received policy and programme attention, but arguably programmes have become increasingly ‘corporeal’ and medicalized. Condition management programmes (CMPs) epitomize this approach and focus on getting the sick and disabled body/brain more work-ready ahead of wider supports. By way of contrast this article presents the results of a large-scale evaluation of a non-medicalized approach in the UK which concentrated on careful job matching, intensive support and barrier reduction. It argues that flexible personalized approaches will afford greater employment success than a focus on deficits and welfare dependency reduction. [ABSTRACT FROM AUTHOR]

Background: Evidence concerning the influence of ethnic diversity on clinical encounters in cancer care is sparse. We explored health providers' experiences in this context.Methods: Focus groups were conducted with a purposeful sample of 106 health professionals of differing disciplines, in 18 UK primary and secondary care settings. Qualitative data were analysed using constant comparison and processes for validation.Results: Communication and the quality of information exchanged with patients about cancer and their treatment was commonly frustrated within interpreter-mediated consultations, particularly those involving a family member. Relatives' approach to ownership of information and decision making could hinder assessment, informed consent and discussion of care with patients. This magnified the complexity of disclosing information sensitively and appropriately at the end of life. Professionals' concern to be patient-centred, and regard for patient choice and autonomy, were tested in these circumstances.Conclusion: Health professionals require better preparation to work effectively not only with trained interpreters, but also with the common reality of patients' families interpreting for patients, to improve quality of cancer care. Greater understanding of cultural and individual variations in concepts of disclosure, patient autonomy and patient-centredness is needed. The extent to which these concepts may be ethnocentric and lack universality deserves wider consideration. [ABSTRACT FROM AUTHOR]

Projections of the UK's ethnic populations from 2001 to 2051 show significant future change. Groups outside the White British majority will increase in size and share, not only in core areas but throughout the country. Ethnic minorities will shift out of deprived local authorities and into less deprived ones, while the White distribution remains stable. The share of the Mixed group population in the most deprived quintile (Q5) of local authorities reduces from 26 to 19%, while its share in the least deprived quintile (Q1) increases from 22 to 29%. The corresponding shifts for Asian groups are from 25 to 18% for Q5 and from 9 to 20% for the Q1. For Black groups the Q5 quintile sees a decrease from 54 to 39% while the Q1 sees an increase from 7 to 19%. There are shifts to local authorities with lower ethnic minority concentrations by Mixed, Asian and Black populations from local authorities with high ethnic concentrations, while the White, Chinese and Other group distributions remain in 2051 as they were in 2001. So, ethnic minority groups will be less segregated from the rest of the population in 2051 than in 2001. Indices of Dissimilarity between each group and the rest of the population fall by a third over the projection period. The UK in 2051 will be a more ethnically diverse society than in 2001. [ABSTRACT FROM AUTHOR]