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"Migrants and minorities respond to these difficulties in multiple ways, as active agents in the pedagogical, political, social, and scientific processes that position them in this or that cultural sphere. On the one hand, they reject ascribed cultural attributes while striving towards integration in a variety of social spheres, e.g. school and workplace, in order to achieve social mobility. On the other hand, they articulate demands for cultural self-determination. This discursive duality is met with suspicion by the majority culture. The contributions of this edited volume enhance the knowledge in the field of migrant/minority education, with a special emphasis on the meaning of culture and social learning for educational processes."

"ABSTRAKTujuan dari penelitian ini adalah untuk menginvestigasi identifikasi kelompok gender psda pemeliharaan stereotip melalui reproduksi serial. Reproduksi serial yang ditenggarai dapat melihat pemeliharaan stereotip dengan men-tracking peljalanan informasi dari orang satu ke orang yang lain (Kashima, 2000, Lyons &. Kashima, 2006). Penelitian ini manipulasi informasi-infonnasi yang sesuaikan dengan stereotip dan yang tidak sesuai dengan stereotip (stereotype-consistenJ dan slereotypeinconsten. t), Hasil peneJitian sebelum menyebutkan faktor identifikasi kelompok terkait dengan penggunaan stereotip, yaitu partisipan yang kuat dengan ingroup-nya cenderung memanggil stereotip positif tentang ingroup (Maxwell, !952). Selain itu berdasarkan Hort, Fagot dan Leinbach (1990) laki-laki dipcrsepsikan lebih stereotip dibanding perempuan. Namun pada riset tesis in.i basil menunjukkan perbedaan. Secara umum identifikasi gender memang tidak terbukti dalam pemeliharaan stereotip, tetapi hasil yang signifikao terbukti pada partisipan perempuan. Semakin tinggi identifikasi terhadap kelornpsk gendernya, semakin tinggi pula jumlah pemanggilan infonnasi stereotype-consistent maupun stereotype inconsislent. Sementara laki-laki justru terbalik. Seroakin tinggi identifikasi kelompsk gendemya semakin rendah jumlah pemanggilan informasi stereotypeconsistent maupun stereotype-enconsisteny.

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ABSTRACTThe aim of this research was to investigate the claim that gender identification difference in levels of stereotype maintenance through serial reproduction. Serial reproduction research showed that stereotype maintenance was transmitted through five-person communication chains (Kashima, 2000; Lyons & Kashima, 2006). In the present experiment, to examine stereotype maintenance~ a narratives of female and male stereotype consistent and stereotype-inconsistent was used as stimu1us. In previous research. gender identification related to stereotype maintenance. In Maxwell's (!952) showed that participants with strong in-group identification recall more positive stereotype. But the result of this research showed not all strength of gender identification was found to moderate stereotype maintenance. Only female participants with strong gender identification related to stereotype gender maintenance. Female participants with strong gender identification was retained male stereotype--consistent information more than male stereotype-inconsistent. This result raises questions concerning culture differences that gender stereotype may be vary in different cultures. "

"Islamic Education Teachers (GPAI) plays an important role in instilling multicultural values on students as they serve as one of spearheads in implementing, disseminating, instilling and appreciating the values of pluralism. Every student is education to receive the values of pluralism so as to create a harmonious life. Therefore, GPAI needs to have a good understanding on multi-cultural issues in order to develop student's the conduct to represent the value of: equality, pluralism, tolerance, responsibility, appreciation, cooperation and mutual respect in their social life."