Mary Beth Leidman

Developing a Paradigm for Describing Diversity and Multiculturalism in Modern America

The purpose of this discussion is to redirect contemporary academic discourse regarding multiculturalism. The field needs well-defined paradigms to accurately describe contemporary American cultural experience and reality in the United States. In recent decades there has been an opening up of the society but not to the extent that the pundits might assume. This discussion focuses on the idea that American society has not become multicultural although there is diversity in the public sphere of American society. In reality multiculturalism is a misnomer. The idea of self-contained cultural neighborhoods with all the inherent characteristics remains valid, with few exceptions. A paradigm/model has been designed to graphically display a theoretical construct of these which illustrates and offers further explanation concerning the oft utilized terms of diversity and multiculturalism. The proposed paradigm represents in visual terms that diversity is two-dimensional and multiculturalism is three-dimensional. The dimensions of diversity include a superficial even if sincere sharing of more outward cultural expressions. Multiculturalism represents a deeper sharing of cultural expressions. There must be the existence of a slightly permeable membrane that exists between cultures for the multicultural experience to exist. This membrane allows for interaction among visitors and residents, but does not permit the meaningful sharing of language, customs, food, or cultural traditions outside the perceived confines of the specific insular cultural group. The notion of polycentric multiculturalism, posited to provide a way in which to make multiculturalism more accessible on global terms, serves to differentiate itself from liberal pluralism. It achieves this by embracing a radical reformulation of urban and community structures at the level of neighborhood and nation-state (Stam, 2000; Bodziany, 2008; Aldrige, 2007). Defining Intracultural Traits (DITS) define the cultural neighborhood and include (1) unity of language characteristics (2) similarity in food (3) participation in church, religion or other ideologically based behavior and, (4) comfort level within the customs of a specific group. The paradigm shows a unique perspective pertaining to the relationship of societal diversity to actual multiculturalism. Future study will include an empirical and qualitative assessment of the paradigm’s authenticity.

The changing landscape of grading systems in US higher education

ABSTRACT The following study explores the landscape of grading systems utilised in higher education, focusing on the frequency of different types of assessment scales (including Straight Letter, Plus/Minus, and other alternative policies). Although numerous studies have explored the relationship between university grading system and student behaviour, motivation, and overall perception of education experience, little research has been done to quantitatively analyse the number of colleges and universities that employ a specific grading policy. The present study addresses this gap in scholarship, using a sample of 620 schools from 12 states (and the District of Columbia) in the Northeast region of the USA. Results of the study find significant patterns of difference in the grading procedures across universities.

Cross cultural communications: An American toddler in Israeli child care—A case study

In the early 1990s, my family and I had the opportunity to take a sabbatical in Haifa, Israel. My husband was scheduled to work at IBM, and I was to teach at the University of Haifa. But what about our 10-month-old son, Matty? Going into a foreign environment of any sort is unnerving under the best of circumstances, but having to deal with a different language and placing a child in child care are particularly difficult. In Israel, as it turned out, there were many alternatives open to us.