This page is dedicated to showcasing local and international cross-cultural and BAME research and educational resources. This page will also showcase research being conducted by students in the department. Want to contribute to this page? Send us a message on social media or send us an email at su.psychologyandeducation-society@ucl.ac.uk! Also, be sure to check out the work being done at UCL’s Centre for Inclusive Education.

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Student Showcase

MSc Psychology of Education student Dhanishtha shares why she chose to come to UCL, her research interests and her own research: how to further develop global education by exploring the lived experiences of adults who had cross-cultural upbringings.

Q: Why did you come to study at UCL?

UCL was always a dream. When I was looking for the next step after graduating from my undergraduate, I wanted a program that really allowed me to explore education from a psychological perspective, and IOE was the answer.

Q: What are your research interests?

My research interests are on global education and intersectionality. To me a global education goes hand in hand with the intersection of injustices individuals face. Education should be where children address difficult conversations and learn to face the challenges of the world, as they will be going into the workforce to address these. Furthermore, global education addresses what it means to be “global” in 2 ways: global as in understanding the world, its issues and how to combat them, and global skill set, in order to prepare children to address, understand and change the world for the better. When addressing the injustices of the world, every problem and every injustice is a conglomerate of factors and thus we must use intersectionality to understand the complexities to tackle problems from grassroots.

Q: Would you like to share some things about yourself outside of your profession, such as your hobbies and interests?

I am an artist. I have been painting and drawing since I was a child. I use art to escape from the world. I taught art at my studio for a little while during high school and into my university, and I volunteer my time to teaching art to children with special needs.

Q: Have any fun facts about yourself?

I love learning and exploring different areas of research, ranging from mental health, to generational change, to diversity in the workplace. I believe that every field has something to offer, contribute and benefit from one another.

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RESOURCES

Research and readings

• The IOE BAME Library Hub 
• Black History Month Library 
• LITC0014: Urban Tales: the City in East Asian Literature 
• EDPS0017: Educating Minorities, Migrants and Refugees 
• EDPS0136: Minorities, Migrants and Refugees in National Education Systems

Free online courses and modules

• Open Yale – African American History: From Emancipation to the Present 
• University of Exeter – Empire: the Controversies of British Imperialism 
• Coursera – Learn about race, inequality and social justice 

Some readings by topic

Cross-cultural Psychology

• Berry, J. W. (2000). Cross‐cultural psychology: A symbiosis of cultural and comparative approaches. Asian journal of social psychology, 3(3), 197-205.

 

• Kagitcibasi, C., & Berry, J. W. (1989). Cross-cultural psychology: Current research and trends. Annual review of psychology, 40(1), 493-531.

 

• Leong, F. T., Leung, K., & Cheung, F. M. (2010). Integrating cross-cultural psychology research methods into ethnic minority psychology. Cultural Diversity and Ethnic Minority Psychology, 16(4), 590.

 

• Sinha, D. (1996). Culture as the target and culture as the source: A review of cross-cultural psychology in Asia. Psychology and Developing Societies, 8(1), 83-105.

Developmental Psychology 

• Nsamenang, A. B. (1995). Theories of developmental psychology for a cultural perspective: A viewpoint from Africa. Psychology and Developing Societies, 7(1), 1-19.

 

• Phinney, J. S. (1989). Stages of Ethnic Identity Development in Minority Group Adolescents. Journal of Early Adolescence,9(1-2), 34-49.

Education and Pedagogy

• Nsamenang, A. B., & Tchombé, T. M. (Eds.). (2012). Handbook of African educational theories and practices: A generative teacher education curriculum. Hdrc.

 

• Callender, C. (2018). Needles in a haystack: An exploratory study of black male teachers in England. Management in Education, 32(4), 167-175.

 

• Tillema, H. and van der Westhuizen, G.J., 2006. Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching: theory and practice, 12(1), pp.51-67.

SEND

• Hu, W., Lee, H. L., Zhang, Q., Liu, T., Geng, L.B., Seghier, M.L., Shakeshaft, C., Twomey, T., Green, D. W., Yang, Y. M., & Price, C. J. (2010). Developmental dyslexia in Chinese and English populations: dissociating the effect of dyslexia from language differences. Brain, 133(6), 1694–706.

 

• Suk-Han Ho, C., Chan, D., Tsang, S., Lee, S., & Chung, K. (2006). Word learning deficit among Chinese dyslexic children. Journal of Child Language, 33(1), 145-161.

Social Psychology 

• Fielden, S., & Davidson, M. J. (2012). BAME women business owners: how intersectionality affects discrimination and social support. Gender in management: An international journal.

 

• Benish-Weisman, M., Daniel, E., Schiefer, D., Mollering, A., Knafo-Noam, A., & Moellering, M. (2015). Multiple social identifications and adolescents’ self-esteem. Journal Of Adolescence, 44, 21-31.

 

• Berry, J. W., Kim, U., Power, S., Young, M., & Bujaki, M. (1989). Acculturation attitudes in plural societies. Applied psychology, 38(2), 185-206.

 

• Bracey, J. R., Bamaca, M. Y., & Umaña-Taylor, A. J. (2004). Examining ethnic identity and self-esteem among biracial and monoracial adolescents. Journal of youth and adolescence, 33(2), 123-132.

 

• Branscombe, N. R., Schmitt, M. T., & Harvey, R. D. (1999). Perceiving pervasive discrimination among African Americans: Implications for group identification and well-being. Journal of personality and social psychology, 77(1), 135.

 

• Corenblum, B. (2014). Relationships Between Racial–Ethnic Identity, Self-esteem and In-group Attitudes Among First Nation Children. Journal of Youth and Adolescence,43(3), 387-404.

 

• Phinney, J. S. (1991). Ethnic identity and self-esteem: A review and integration. Hispanic journal of behavioral sciences, 13(2), 193-208.

 

• Phinney, J. S. (1996). Understanding ethnic diversity: The role of ethnic identity. American Behavioral Scientist, 40(2), 143-152.

 

• Verkuyten, M. (2006). Multicultural recognition and ethnic minority rights: A social identity perspective. European review of social psychology, 17(1), 148-184.

 

• Yampolsky, M. A., Amiot, C. E., & de la Sablonnière, R. (2016). The Multicultural Identity Integration Scale (MULTIIS): Developing a comprehensive measure for configuring one’s multiple cultural identities within the self. Cultural Diversity and Ethnic Minority Psychology, 22(2), 166.

 

• Dennis, R. (2008). Biculturalism and the dialectics of identity in Biculturalism, self-identity and societal transformation / edited by Rutledge M. Dennis. (Research in Race & Ethnic Relations, 15). Bingley: Emerald JAI.

 

• Shih, M., Sanchez, D., & Ho, G. (2011). Costs and Benefits of Switching among Multiple Social Identities. In Crisp, R. J. (Ed.). The psychology of social and cultural diversity (Vol. 10). John Wiley & Sons.

Cognitive Psychology

• McKone, E., Davies, A. A., Fernando, D., Aalders, R., Leung, H., Wickramariyaratne, T., & Platow, M. J. (2010). Asia has the global advantage: Race and visual attention. Vision research, 50(16), 1540-1549.

Personality Psychology 

• Kapoor, N., Rahman, S., & Kaur, T. (2018). Meaning of happiness: A qualitative inquiry among adolescents. Indian Journal of Positive Psychology, 9(1), 178-183.