Understanding diversity through novels and picture books
Introduction Research Authenticity Asian African/Black Latino/Hispanic Native American/First Nation/North American Indigenous Middle Eastern White/European Bi/Multi/Racial Sexual Orientation Ageism Socio-economic Status Gender Exceptionalities Religion References Magazines Works Cited Index
Evaluating Cultural Authenticity in Multicultural Picture Books: A Collaborative Analysis for Diversity Education
This study examines cultural authenticity reflected in multicultural picture books. Specifically, this study attempts to reframe issues surrounding the topic of cultural authenticity based on a systematic and empirical analysis of picture books that represent three different ethnic groups: African Americans, Asian Americans, and Hispanic Americans. A total of forty-five systematically selected picture books that represent fifteen books per ethnic group were selected and evaluated by multiple reviewers who were insiders of the culture. A coding scheme was developed to evaluate each book in terms of profile of major and minor characters, settings of the story, stereotypical features, and cultural authenticity. An in-depth evaluation of all selected books was added by a team of three reviewers in order to validate the results of the coded analysis. This study aims to shed light on library youth services and diversity education in a society with increasing ethnic diversity.
Professional support in rural New South Wales: perceptions of new graduate occupational therapists.
OBJECTIVE
To explore the experiences of professional support among new graduates working in rural New South Wales, including the current availability of professional support and the impact of support levels on professional practice.


DESIGN
Qualitative, using semistructured face-to-face or telephone interviews.


SETTING
New graduate occupational therapists employed in public and private hospitals and community health services in rural New South Wales.


SUBJECTS
Nine new graduate occupational therapists within their first year of practice.


MAIN OUTCOME
A description of participant experiences of professional support and strategies to enhance the recruitment and retention of occupational therapists in rural areas.


RESULTS
Participants reported varied experiences of professional support and emphasised the importance of having access to a wide variety of resources. Participants highlighted that professional support could assist in developing independence and other skills. However, ultimately a lack of support resulted in decreased confidence and subsequent decreased job satisfaction among participants.


CONCLUSIONS
The findings suggest that greater effort should be directed to ensuring that all new graduates have access to professional support, including structured supervision, and that strategies be explored and adopted to ensure that this occurs.