This fourth edition builds on the strengths of the previous editions and provides state-of-the-art knowledge about intergroup communication. It brings a strong skills-oriented approach to improving communication effectiveness between people from different groups (cultures, ethnic groups, social classes).

This first comprehensive guide to helping mentors and mentees bridge gaps between and among cultures—a growing issue in today's diverse workplace—is coauthored by the founder and CEO of the Center for Mentoring Excellence. As the workplace has become more diverse, mentoring has become more challenging. Mentors and mentees may come from very different backgrounds and have limited understanding of each other's cultures and outlooks. But mentoring remains the most powerful tool for creating meaningful relationships, furthering professional development, and increasing engagement and retention. Younger workers and emerging leaders in particular are demanding it. Lisa Z. Fain and Lois J. Zachary offer a timely, evidence-based, practical guide for helping mentors develop the level of cultural competency needed to bridge differences. Firmly rooted in Zachary's well-known four-part mentoring model, the book uses three fictional scenarios featuring three pairs of diverse mentors and mentees to illustrate how key concepts can play out in real life. It offers an array of accessible tools and strategies designed to help you increase your self-awareness and prepare you to embrace and leverage differences in your mentoring relationships. But beyond tips and techniques, Fain and Zachary emphasize that authenticity is the key—the ultimate purpose of this book is to help the mentor and mentee make a genuine connection and learn from each other. That's when the magic really happens.

Cultural and social boundaries often separate those who participate in public health activities, and it is a major challenge to translate public health knowledge and technical capacity into public health action across these boundaries. This book provides an overview of anthropology and illustrates in 15 case studies how anthropological concepts and methods can help us understand and resolve diverse public health problems around the world. For example, one chapter shows how differences in concepts and terminology among patients, clinicians, and epidemiologists in a southwestern U.S. county hinder the control of epidemics. Another chapter examines reasons that Mexican farmers don't use protective equipment when spraying pesticides and suggests ways to increase use. Another examines the culture of international health agencies, demonstrates institutional values and practices that impede effective public health practice, and suggests issues that must be addressed to enhance institutional organization and process.; Each chapter characterizes a public health problem, describes methods used to analyse it, reviews results, and discusses implications; several chapters also describe and evaluate programs designed to address the problem on the basis of anthropological knowledge. The book provides practical models and indicates anthropological tools to translate public health knowledge and technical capacity into public health action.

The newly revised and classroom-tested Third Edition of Bridging Differences has been restructured as a skill-oriented, comprehensive textbook on intergroup communication. William B Gudykunst draws from current research and theory, and shows students how to apply this material to achieve more effective intergroup communication. New to this edition is a substantially expanded section on understanding group differences and more material on nonverbal communication. Three new chapters on managing conflict, developing relationships and building community have been added. Throughout, Gudykunst provides popular self-assessment questionnaires, and suggests practical applications at the end of each chapter to aid stude

Co-published with Intergroup dialogue has emerged as an effective educational and community building method to bring together members of diverse social and cultural groups to engage in learning together so that they may work collectively and individually to promote greater diversity, equality and justice. Intergroup dialogues bring together individuals from different identity groups (such as people of color and white people; women and men; lesbian, gay, and bisexual people and heterosexual people), and uses explicit pedagogy that involves three important features: content learning, structured interaction, and facilitative guidance. The least understood role in the pedagogy is that of facilitation. This volume, the first dedicated entirely to intergroup dialogue facilitation, draws on the experiences of contributors and on emerging research to address the multi-dimensional role of facilitators and co-facilitators, the training and support of facilitators, and ways of improving practice in both educational and community settings. It constitutes a comprehensive guide for practitioners, covering the theoretical, conceptual, and practical knowledge they need. Presenting the work and insights of scholars, practitioners and scholar-practitioners who train facilitators for intergroup dialogues, this book bridges the theoretical and conceptual foundations of intergroup relations and social justice education with training models for intergroup dialogue facilitation. It is intended for staff, faculty, and administrators in higher education, and community agencies, as well as for human resources departments in workplaces. Contributors:Charles Behling, University of Michigan, Ann Arbor, The Program on Intergroup RelationsBarry Checkoway, University of Michigan, Ann Arbor, School of Social WorkMark Chesler, University of Michigan, Ann Arbor, The Program on Intergroup RelationsKeri De Jong, University of Massachusetts at Amherst, School of EducationRoger Fisher, University of Michigan, Ann Arbor, The Program on Intergroup RelationsNichola G. FulmerPatricia Gurin, University of Michigan, Ann Arbor, The Program on Intergroup RelationsTanya Kachwaha, University of Massachusetts at Amherst, School of EducationChristina Kelleher, Institute for Sustained Dialogue, Sustained Dialogue Campus NetworkAriel Kirkland, Occidental College, Student facilitatorJames Knauer, Lock Haven University of Pennsylvania, Democracy LabJoycelyn Landrum-Brown, University of Illinois at Urbana-Champaign, Program on Intergroup RelationsShaquanda D. Lindsey, Occidental College, Student facilitatorDavid J. Martineau, Washington University, St. Louis, School of Social WorkKelly E. MaxwellBiren (Ratnesh) A. NagdaTeddy Nemeroff, Institute for Sustained Dialogue, Sustained Dialogue Campus NetworkRomina Pacheco, University of Massachusetts at Amherst, School of EducationPriya Parker, Institute for Sustained Dialogue, Sustained Dialogue Campus NetworkJaclyn Rodríguez, Occidental College, Department of PsychologyAndrea C. Rodríguez-Scheel, Occidental College, Student facilitatorMichael S. Spencer, University of Michigan, Ann Arbor, School of Social WorkMonita C. ThompsonNorma TimbangThai Hung V. TranCarolyn Vasques-Scalera, Independent Scholar Thomas E. Walker, University of Denver, Center for Multicultural ExcellenceKathleen Wong (Lau), Arizona State University/Western Michigan University, Intergroup Relations Center/Intercultural CommunicationAnna M. Yeakley, Independent Intergroup Dialogue ConsultantXimena Zúñiga, University of Massachusetts at Amherst, School of Education

Social media users fracture into tribes, but social media ecosystems are globally interconnected technically, socially, culturally, and economically. At the crossroads, Sun presents theory, method, and case studies to uncover the global interconnectedness of social media design and to bridge differences. She articulates a critical design framework with design tools to redress asymmetrical relations in everyday practice, and provides three cross-cultural social media design and use cases: Facebook Japan, Weibo, and global competition of WhatsApp, WeChat, LINE, and KakaoTalk. She calls to reshape the crossroads into a design square where differences are nourished as resources, where diverse discourses interact for innovation, and where alternative epistemes thrive.

This accessible text on social research methodology teaches students of sociology and related disciplines how standard methods can be adapted toward critical ends. The second edition has been updated throughout to incorporate the latest critical scholarship, enhanced discussion of qualitative methods, new material on global issues, sex/sexuality/gender, new discussion of intersectionality, how social media can shape research, and more. Author Joey Sprague describes and evaluates a wide array of methodological options—from quantitative to qualitative—and explores the links between epistemology and methodology. She proposes a program to overcome bias in standard methodologies and offers practical suggestions that can be used effectively by all progressive researchers. The second edition of Feminist Methodology for Critical Researchers is of value to scholars across disciplines and an essential text or supplement for methods classes.