From the abstract: "This study challenges the assertion that the influx of Asian international undergraduate students in universities across the United States creates richer educational and social environments."

Kwon, S. A., Hernandez, X., & Moga, J. L. (2019). Racial segregation and the limits of international undergraduate student diversity. Race, Ethnicity and Education, 22(1), 59-72. https://doi.org/10.1080/13613324.2017.1417830

From the abstract: "This study examines the phenomenon of Pilipino Cultural Nights in higher education through the lens of community cultural wealth. While in name, Pilipino Cultural Nights pay homage to the native culture of the Philippines, the processes through which these performances are produced and reproduced as annual traditions exhibit a distinct Filipino American cultural experience that is facilitated by the higher education environment. As under-represented and under-served students, Filipino American students utilize their various forms of community cultural wealth to create one of the most visible performances on their campus and a cornerstone coming of age experience for Filipino American youth. But as the Pilipino Cultural Night has become larger and more institutionalized, students must deal with the shifting scales of value for various forms of community cultural wealth. The balance that these students attempt to strike between the short- and long-term goals of the production, its intrinsic and extrinsic value, and the Filipino and Filipino American traditions that it celebrates, reflect the dynamic process of culture that goes far beyond the stage. Through exploring these struggles, diversity and inclusion efforts on college campuses can gain a holistic understanding of how to serve emerging student populations who seek more than mere representation."

Hernandez, X. J. (2020). Behind the Curtain: The Cultural Capital of Filipino Cultural Nights. Journal of Southeast Asian American Education and Advancement, 15(1), 1. https://docs.lib.purdue.edu/jsaaea/vol15/iss1/1/

From the abstract: "The study engages with the parents of [Chinese international students] CIS to identify their dilemmas and coping strategies employed to discuss depression with CIS studying in United States.

Jin, L., & Acharya, L. (2020). Dilemmas and coping strategies of talking about Chinese international students’ mental health problems: from the parents’ perspectives. Journal of International Students. DOI:10.32674/jis.v11i1.1446

From the abstract: "The PEN-3 cultural model was used to contextualize the role of culture in mental health needs of [Asian international students] AIS."

Jin, L., & Acharya, L. (2022). Developing Tailored Messages to Improve Mental Health and Adjustment of Asian International Students. Journal of International Students, 12(4), 817-842. https://doi.org/10.32674/jis.v12i4.3934

A report outlining CILMAR's goals for 2024.

A report assessing whether CILMAR met its goals in 2023.

This activity challenges participants to reflect on how they react to particular behaviors, enabling them to step back and suspend their interpretation and judgment of others’ behaviors until after they have developed an understanding of the cultural origins of those behaviors. 

In this activity, participants examine their "inner rules," how their "inner rules" came to be, how their "inner rules" impact their assessment of others, and how these assessments impact cross-cultural communication.

Stringer, D. M., & Cassiday, P. A. (2009). My inner rules. In 52 Activities for improving cross-cultural communication (pp. 147-150). Intercultural Press. 

In this activity, participants explore their definitions of terms such as respect, prejudice, and discrimination, by communicating with one another and co-constructing and negotiating definitions and meanings to understand and "appreciate the importance of language in discussing multicultural issues, and how the process of discussing the definitions adds to the understanding of the terms."

University of Houston Center for Diversity and Inclusion (n.d.). Getting started--Respect activity. In Diversity activities resource guide (pp. 23-25). https://solarev.org/migration/wp-content/uploads/sites/6/2015/12/Diversity-Activities-Resource-Guide.pdf

In this activity, participants explore how focusing on their view of the “perfect” gift might be tinted by their own wishes and biases (self-awareness), and by exercising curiosity, they may gain insight that could be used to build empathy with their activity partner to design a more meaningful gift adapted for them.

This activity is a great icebreaker, allowing participants to shift partners every so often and exchange air greetings and conversation. 

In this activity, participants greet one another by pairing up, finding new partners, and returning to previous partners in order to "build connections with a few partners" (Stanchfield, 2018). 

Stanchfield, J. (2018, Dec. 4). Re-purposing icebreakers for reflection and review. Experiential tools. https://blog.experientialtools.com/2018/12/04/re-purposing-icebreakers-for-reflection-and-review/?mc_cid=d11ea5d7e0&mc_eid=d3a06fccb0

This activity demonstrates to participants how different cultures express values through titles of address. Participants describe the honorifics used in their own and different cultures and discuss the traits and values those honorifics highlight. 

"Participants in this jolt pretend they are attending a party and must follow the instructions on a secret Etiquette Card provided by the facilitator. Some of the behaviors the participants are instructed to do are unusual, contradictory, and confusing. A debriefing discussion that follows the “party” focuses on dealing with differences in cultural norms" (Thiagarajan & van den Berg, 2017).

Thiagarajan, S., & van den Berg, S. (2017). Mingle. In Jolts! Brief activities to explore diversity and inclusion (pp. 72-75). Bloomington, IN: Workshops by Thiagi. 

In this activity, participants explore which behaviors are areas of annoyance or frustration for them and discuss in groups their reasoning as well as what each behavior conveys to them.

In this activity, participants explore "rudeness" as a concept by assessing a list of behaviors and reflecting on their assessments with one another.

This assignment focuses on techniques for discovering and acquiring pragmatics, which goes above and beyond learning the vocabulary and grammar of a language to how people use language and nonverbal signals to communicate. Participants will both observe and collect data through "token elicitation."

For this activity, participants will read a summary Philipsen’s 2010 article "Some Thoughts on How to Approach Finding One's Feet in Unfamiliar Cultural Terrain" and discuss their own experiences in “finding their feet” in unfamiliar cultural contexts. Finally, participants will explore ways in which they can apply the principles of “finding their feet” and offer their own suggestions about how to gain a better understanding of communication in specific contexts.

This activity presents the concepts of etic (outsider/objective) and emic (insider/subjective) understandings of culture, offers motivation for developing emic perspectives by discussing the value of this viewpoint, introduces strategies for learning to see a culture from the insider viewpoint, and uses concrete (published) case study examples as fodder for practice and discussion.

"This [Thiagi] jolt deals with the concept of exclusion (and inclusion) in groups. A few participants are sent outside the room while teams of other participants are taught a secret ritual. These teams hold discussions while the outsiders (labeled as anthropologists) attempt to join the conversations" (Thiagarajan & van den Berg, p. 101, 2017). 

Thiagarajan, S., & van den Berg, S. (2017). Ritual. In Jolts! Brief activities to explore diversity and inclusion (pp. 100-102). Bloomington, IN: Workshops by Thiagi. 

This activity challenges participants to be open to unfamiliar experiences and reflect on how they might react to cultural difference. They will participate in a scene acted out by a simulated culture, the Albatrossians, and then discuss their feelings and reactions after the performance. The activity was originally published in Beyond Experience by Theodore Gochenour, but it can also be found online. 

This article presents evidence for the importance of community engaged research toward protecting and respecting host communities as well as fostering transparency and increasing likelihood of the community supporting the research being done.

This article reveals important findings based on interviews with Canadian university-based geographers and social scientists who utilize Community-Based Participatory Research (CBPR) to understand the link between researchers' beliefs about CBPR and how they carry out research. 

"The Indigenous Peoplesí Health Research Centre, a joint initiative of the University of Saskatchewan, the University of Regina and the First Nations University of Canada, has the pleasure to share its report, The Ethics of Research Involving Aboriginal Peoples. The report overviews key issues in the literature since the mid-90s. It has emerged from a collaborative partnership between the IPHRC and the Interagency Advisory Panel on Research Ethics (PRE), with support from a grant from the Canadian Institutes of Health Research, Natural Sciences and Engineering Research Council of Canada, and the Social Sciences and Humanities Research Council of Canada (the Agencies)" (Ermine et al., p. 2, 2004). 

Ermine, W., Sinclair, R., & Jeffery, B. (2004). The ethics of research involving Indigenous peoples. Saskatoon, SK: Indigenous Peoples' Health Research Centre.

"Understanding the unique challenges facing vulnerable communities necessitates a scholarly approach that is profoundly embedded in the ethnographic tradition. Undertaking ethnographies of communities and populations facing huge degrees of inequality and abject poverty asks of the researcher to be able to think hard about issues of positionality (what are our multiple subjectivities as insider/outsider, knowledge holder/learner, and so on when interacting with vulnerable subjects, and how does this influence the research?), issues of engagement versus exploitation (how can we meaningfully incentivize participation in our studies without being coercive/extractive, and can we expect vulnerable subjects to become deeply in research design/data collection, and so on when they are so overburdened already?), and representation (what are the ethics of representing violence, racism, and sexism as expressed by vulnerable respondents? What about the pictures we take and the stories we tell?). Through the discussion of our research on the behavioral patterns, socialization strategies, and garbage processing methods of informal waste pickers in Argentina and Mexico, we ask ourselves, and through this exercise, seek to shed light on the broader questions of how can we engage in ethnographies of vulnerable communities while maintaining a sense of objectivity and protecting our informants? Rather than attempting to provide a definite answer, we provide a starting point for scholars of resource governance interested in using ethnographic methods for their research...and engage in a self-reflective discussion of what can be learned from our struggle to provide meaningful, engaged scholarship while retaining and ensuring respect and care for the communities we study" (Pacheco-Vega & Parizeau, p. 1, 2018). 

Pacheco-Vega, R., & Parizeau, K. (2018). Doubly engaged ethnography: Opportunities and challenges when working with vulnerable communities. International Journal of Qualitative Methods, 17(1), 1609406918790653.

This activity provides links and an overview of activities that can be used in conjunction with the satirical anthropology paper, “Body Ritual Among the Nacirema.” The paper was written by Horce Miner in 1956, and it is meant to call attention to how anthropologists often “other” different cultures through their ethnographic research. Nacirema is American backwards, and the piece is written about Americans in the 1950s. However, Miner writes the piece in a way that is meant to distance readers (who are most likely American) from their own culture in order to view it as an observer.