Author
Namrata bhandalkar ( MBA-HRM)
Diversity and inclusion in initial teacher education
ABSTRACT
Multiplication tables in a range of languages and number scripts I have also used multiplication tables in different languages in a range of ways with students. Arabic offers an insight into writing from right to left although we can see this is not the case for two-digit numbers, so the number 50 is still written with the symbol for five first, followed by the symbol for zero. The children’s book, Hidden Figures: The American dream and the untold story of the Black women who helped win the space race, (Shetterly, 2016) is an excellent resource for the classroom, based on three female African American NASA mathematicians, Katherine Johnson, Dorothy Vaughan and Mary Jackson, featured in the movie of the same name, who crossed gender and race boundaries to help launch the astronaut John Glenn in outer space. In the article, Promoting equality and diversity in the classroom, Marcel Deer (2020) offers a series of questions that can be used to reflect on our practice in terms of developing a more inclusive and diverse practice in learning and teaching mathematics.
SUMMARY
Manjinder K. Jagdev shares her strategies for developing a more inclusive approach to teacher education.
I hope what follows will be useful to teachers and student teachers looking to engage with the themes of diversity and inclusion within their mathematics teaching. Over the last 25 years, as a teacher of mathematics and as a teacher educator I have drawn on the historical and cross-cultural roots of mathematics to show students and their teachers that the development of mathematics has contributions from all over the world, from many cultures, over many centuries. This has included exploring. This activity explores the connection between numbers and shape. I provide each student with squared paper upon which they write 1 – 9 horizontally and vertically as shown below. They calculate the products to complete the table although where the answer has two digits, they add these until a single digit results. So, for example, 5 multiplied by 7 gives 35, which leads to 3 + 5 = 8. Once children have completed several copies of these, they can discuss patterns observed. The next step is to join all the 3’s or 7’s or 8’s etc. Different children or pairs of students can do this. I have found that children like to use different colours to do so, which helps to identify similarities between shapes created. This leads to discussion on the types of shapes created, their symmetries and properties, as well as connections between them. The mathematics can be developed by exploring why these patterns are formed.
There are a multitude of books, online resources and concrete tactile shapes that can be used with children in the classroom.
We can all do more to challenge society’s preconceptions and stereotypes on the themes of diversity and inclusion. We have made progress although there remains further work to tackle inequalities in relation to gender, race, sexuality, health etc. For example, in my own experience, children are far more aware of issues relating to LGBTQ+ and race than we might expect. As a mathematics educator, I am inspired and excited by the student teachers, schoolteachers and children who are engaged in anti-racist and decolonial practice, and indeed can take lead on these issues to work towards a more humane mathematics education.
Analysis of School Educational Spaces: A Challenge for Spatial Relevance in Contexts of Sociocultural Diversity
Abstract
This research addresses the problem of the imposition of educational spaces in multicultural contexts. The research is of qualitative nature, based on an interpretative hermeneutic paradigm. It uses collective case study design. The selection of participants was non-probabilistic and intentional, and snowball sampling was used, selecting 15 teachers and 24 students. It is concluded that Chilean schools in multicultural contexts show a lack of social and cultural relevance in the construction and organization of spaces. In addition, it is concluded that educational establishments should consider the implementation of pedagogical and didactic strategies in contact with nature, given that, as has already been demonstrated, children often prefer outdoor experiences as ideal spaces for learning.
SUMMARY
Education is a fundamental aspect in the development of human beings, not only from the dimension of theoretical and practical knowledge, but also in more transcendental aspects such as knowing how to be and knowing how to live together or relate to others. Although there are various spaces conducive to learning skills that allow children and young people to develop in socially and culturally diverse societies, it is important to recognize that there is no one-sizefits-all approach to education. What may be a significant space for learning for some may hinder the main objectives of education for others.
This approach has resulted in a problem within both the educational system and individual schools, perpetuating discriminatory and segregating practices, as well as the emotional assimilation of both Indigenous and non-Indigenous students. This approach has further widened the gap of inequality in opportunities and learning conditions. Additionally, it has encouraged the erosion of cultural identity and, in certain cases, social and cultural abandonment by Indigenous students as a means of fitting into and being included in the Western, Eurocentric society. Our research shows that it is important to emphasize social and cultural elements in education. This helps different cultures connect, interact, and acknowledge one another, which is crucial in schools and would allow for the optimal development of learning for all students. This intercultural educational approach is not only for Mapuche children, but also for non-Mapuche children. The contextualization of educational spaces would be a positive aspect to strengthen relationships between Mapuche and non-Mapuche students, creating a social and cultural dialogue that promotes the recognition and strengthening of the physical, psychic, social, spiritual, and personal identity of each student.
Identifying diversity, equity, and inclusion enhancement opportunities through an online mixed methods library survey
Morgan-Daniel, Jane; Norton, Hannah F; Adkins, Lauren E; Tennant, Michele R; Edwards, Mary E; et al. Journal of the Medical Library Association
ABSTRACT
Objective: A mixed methods survey was conducted at a health sciences library to assess patrons’ perceptions of the library’s digital and physical environments in relation to diversity, equity, and inclusion (DEI). Methods: Developed by the library’s DEI Team and preceded by a pilot assessment, the survey posed 17 Likert Scale questions and 2 free-text response questions on the topics of belonging, inclusivity, equitability, emotional and physical safety, and commitment to DEI. The survey was created in Qualtrics, pilot tested, and launched in February 2020 for approximately 12 weeks. Results: Objective question responses were received from 101 individuals, with 24 open-ended responses. The quantitative findings showed largely positive perceptions of the DEI climate. Questions about feeling welcome and feeling physically safe were among those with the highest responses. The three lower-scoring questions indicate areas for improvement, including services for people whose native language is not English, for individuals with disabilities, and for families. The qualitative findings indicate the library’s strengths include its exhibitions, welcoming atmosphere, and LGBTQ+ inclusivity initiatives. In contrast, opportunities for enhancement encompass non-English language resources, website updates, and accessibility to some physical spaces. Conclusion: The DEI Team is using the online survey data to enhance library services, staffing, programming, policies, and spaces. These improvements include looking into providing a space for patrons with families, expanding services for individuals whose first language is not English, assessing library accessibility for people with physical disabilities, and enhancing the physical space with quiet areas, improved lighting, and meditation spaces. Employee DEI training is ongoing, using results from a training needs survey to identify knowledge gaps. The library has a history of successful partnerships with campus entities, which will help the DEI Team to move forward with their work.
SUMMARY
Overall, the survey provided useful data that highlights the library’s strengths in relation to DEI and the HSCL’s digital and physical environments. While feedback on service gaps and other potential improvements was received, this was welcomed and viewed as constructive. In light of this, the DEI Team is dedicated to continually Improving the climate for library patrons and UF’s wider communities. The Team recognizes that DEI work is an ongoing process and looks forward to supporting patrons’ educational pursuits through recognizing and meeting diverse needs.
Polycontextual Workplaces: A Context-Based Workplace Model Advancing Workplace Strategy and Design for Greater Diversity, Equity, and Inclusion
Shaikh, Hassan.
ABSTRACT
OVERVIEW In the global commercial real estate market, there has been exponential progress in the thinking on how organizations could maximize the use of their physical workplace environments (Wall Street Journal, 2022). The COVID-19 pandemic also presented an opportunity for organizations to rethink the relationship between people and space in relation to their commercial real estate portfolios with the focus on the advancement toward a more human centric environment (Gartner, 2022) when developing and designing their physical workplace in a hybrid world (Puybaraud, 2017). Having an ABW (Veldhoen + Company, 2020) that provided different spaces to perform different activities may have been sufficient pre-pandemic, but this workplace thinking has highlighted shortfalls during the pandemic (Moss, 2022) related to societal issues for those very things that makes us human, such as the need for social and professional connection, our different diverse requirements as a global community, health, and mental wellbeing. The study suggests that the activity matrix for this model comprises spaces that accommodate for social, physiological, job related, individual, group, planned and unplanned activities.
SUMMARY
BW has had a major impact on how offices have been designed since its inception in 1994. However, this time period is not reflective of the current requirements of modern society and the complex needs of a diverse range of people. Putting the time relevance into context, it was only in 2000 that the European Union directive against the discrimination at work on grounds of religion or belief, disability, age, or sexual orientation was published and only in 2006 was there a directive on equal treatment for men and woman in matters of employment and occupation (European Agency for Safety and Health at work, Could the effectiveness of ABW been compromised in its development to be time relevant for an undefined timeframe?
Organizational Communication for Cultural Diversity: How Diversity, Equity, and Inclusion Programs Can Help Reframe Negative Narratives About Immigrants
Christie, Olecia
ABSTRACT
Every year, over 1 million immigrants come to the United States. Although most immigrants reside in America legally and arrive through one of three legal pathways, namely family reunification, employment, or humanitarian protection, many of them encounter discrimination from native-born Americans. This is especially true for non-Caucasian immigrants from underrepresented backgrounds. As more immigrants join the American workforce, corporations should better prepare to support the group through their diversity, inclusion, and equity (DEI) programs. Against the backdrop of Intercultural Communication Theory and Framing Theory, this research posits that corporate DEI programs can better promote the positive contributions immigrants make to America. Through two sets of in-depth interviews with Diversity Workers and Professional Immigrants, the findings revealed that corporate leaders generally have low awareness of the experiences of immigrants who work in their organizations. To promote immigrant success, Diversity Workers recommend (1) sponsorship, mentorship, and coaching, (2) immigrant-focused diversity programs, (3) awards and recognition, and (4) more immigrant-focused community efforts. Harmful narratives identified by professional immigrant participants included issues of belonging, accusations of job supplanting, English fluency, and racist commentary. This study suggests that further research is needed to confirm the effectiveness of corporate diversity programs, making the objective to increase cultural competence, promote acceptance, and encourage positive storytelling about Professional Immigrants.
SUMMARY
This study explored the impact of organizational communication on immigrant-focused cultural diversity. By engaging with diversity program leaders and Professional Immigrants, the study investigated diversity program leaders’ willingness to increase their focus on immigrants to help redress the harmful narratives directed toward the group. The study assumed that this acquisition of negative beliefs, euphemisms, and stereotypes about the group happens primarily through media channels and that organizational communication can help through workplace diversity efforts. Based on the findings, the researcher concludes that diversity program leaders are willing to participate in this effort and acknowledge that immigrants are subject to unfair judgments but do not know enough about the group to readily address the problem.
Diversity leaders can address this lack of knowledge since they are open to solutions and have expressed their commitment to increasing their immigrant-employee focus. The participants in the study suggest that this may require community partnerships with diasporas and immigrant networks, as well as with immigrants themselves .Professional Immigrants believe that this willingness to support immigrants positions organizational leaders to help re-socialize their native-born employees, encouraging them to partways with any current false perceptions they have of immigrants. This research concludes that storytelling is the first step to help reframe current discourses about the group. This study is an Initial body of work to gauge organizational leaders’ willingness and identify the key opportunity areas. It asserts that programs supporting cultural understanding, acceptance, and positive storytelling of immigrants are among the top addressable areas
Diversity and Inclusion at Duceppe Theatre: A Case to Approach to Diversity
Blanche, Charlotte; Côté, Victoria
ABSTRACT
Outlining aims: This case seeks to present the experience of a Montreal theater aiming to embrace the cause of diversity and inclusion and transcend the challenges of presenting a more inclusive season. The article shows how a global organizational approach enables the theatre to engage concretely toward discrimination. Main conclusion: The interest is to present openness to diversity from the managerial responsibility of (1) positioning the company according to its stage of openness (2) making changes on the structural, political, human, and symbolic aspects (3) valuing the multiple identities of the participants in orderto strengthen the links. Methodology used: The presented case has been restituted thanks to the collection of qualitative data and semi-structured interviews. Drawing on a cross-cultural management literature review, the article mobilizes concepts to analyze the presented case and theorize what could be identified as good practices for the theater milieu.
SUMMARY
Through the presentation and analysis of thiscase, we wanted to concretely illustrate the inclusion and diversity processes carried out by a cultural organization. As it is time for cultural organizations notonly to think about their implication in terms of openness to diversity but to take concrete actions, we wanted to bring out the key elements to consider for an organization that would like to be open to diversity; Through the literature we wanted to show that an approach that goes beyond culturalist positions and focuses on the encounter is more likely to be successful. The case offered a probably partial but none-theless concrete insight into what openness in practice might look like: The case showed that openness to diversity is an ongoing process that requires a position of humility and constant learning that involves questioning the taken-forgranted ways of working in organizations. It seems to us that this case may therefore have great potential to help researchers further theorize the process of creating cultural synergy as well as managers to create one in their organization. If the central point of the paper was to put forward the importance of questioning the processes and the spaces of encounters in these new processes, we would like to encourage organizations to reflect, as a second step, on the notion of roles and functions. If the processes are indeed modified, what are the impacts on the traditional roles that everyone performs within them.
Workgroup Inclusion and Organizational Commitment Among Women of Color Law Enforcement Officers: A Correlational Study
Pedri, Carrie Abbott
ABSTRACT
The purpose of this quantitative correlational associative study was to determine if, and to what extent, there was a correlation between workgroup inclusion and organizational commitment in women of color law enforcement officers in the United States. The inclusion framework, along with the three-component model of organizational commitment, comprised the theoretical framework for this study. Four research questions were developed. These research questions focused on the potential correlation between workgroup inclusion and organizational commitment, workgroup inclusion and affective commitment, workgroup inclusion and continuance commitment, and workgroup inclusion and normative commitment in women of color law enforcement officers. The Work Group Inclusion Scale and the TCM Employee Commitment Survey were the instruments used to collect the data. The sample consisted of 123 women of color law enforcement officers from across the United States. A Pearson’s correlation was used to analyze the data. Statistically significant correlations were found between workgroup inclusion and organizational commitment (r(121) = .47, p < .001), workgroup inclusion and affective commitment (r(121) = .70, p < .001), workgroup inclusion and continuance commitment (r(121) = -.24, p = .008), and workgroup inclusion and normative commitment (r(121) = .42, p < .001). Women of color law enforcement officers could benefit from inclusive strategies so they feel they belong, are valued, and can be their authentic selves in the workplace, which could impact turnover rates.
SUMMARY
The current study has future research implications. This study focused on women of color law enforcement officers who were members of specific law enforcement organizations which included individual departments and professional membership organizations, or who were recommended to the study by other participants from these groups. Therefore, generalizing the findings of this study outside these organizations should be done with caution. With that in mind, similar findings may exist within closely related fields. Koslicki (2022) related law enforcement and the military through their similar male-dominated cultures and organizational and social structures based on hierarchy. The conclusions of this study may have implications for women of color who serve in the military. Additionally, other marginalized groups within the law enforcement field or the military, such as people who identify as LGBTQ+, may have similar experiences as those of women of color. This study’s findings could provide direction for future research which may impact other minority groups in positive ways.
PIVOT TOWARDS DIVERSITY, EQUITY, AND INCLUSION
Davis, Cindy.
ABSTRACT
Interior architects, technology consultants, facilities, HR, and AV/IT departments have been reimagining the workplace to accommodate the hybrid workforce to help ensure productive and equitable collaborative environments. The past 36 months have demonstrated that being able to read visual cues from meeting participants allows for a far more engaging and informative experience than audio-only conference calls. EQUITABLE COLLABORATION Technology is only one part of the equitable experience equation, however; the human element must also be considered.
SUMMARY
As we reimagine the hybrid workplace, there’s an opportunity to consider the individual when it comes to diversity, equity, and inclusion (DEI). HR departments have long had a list of personas for work types, but Wright said, “Now, we need to look through the lens of hybrid working, and how to create spaces that support everybody on the spectrum of neurodiversity.” This is where individual work styles, as well as the difference between equality and equity, become particularly important. “When we talk about DEI now, we can have equality, but if you forget equity, it is like everybody’s the same, and we know humans are not all the same— particularly in a workplace.” There is clearly no “one-size-fits-all” collaboration strategy as we move forward. “We’re encouraging clients to look at the next 18, 24, 36 months as not a point in time to say, ‘I’ve got this data, and it’s going to steer me for the next 24 to 36 months,’” Wright added. “We can sort of sail based on what we’ve known from the past, know that we may have to pivot, and adjust as we learn what does and does not work.”
Our Future: Thinking Critically About Diversity, Inclusion, and Belonging
Maxwell, Lucas.
ABSTRACT
Having acknowledged our inherent egocentrism, are we willing to make the effort to understand others genuinely and fully by seeking to put ourselves in their place? […]will we exercise our intellectual autonomy and advocate for our true values and beliefs rather than being bound by the dominant, sociocentric thinking that results in the “uncritical tendency to internalize group norms and beliefs, take on group identities, and act as we are expected to act without the least sense that what we are doing might reasonably be questioned” (Paul & Elder, 2021, p. 22)? […]I can only imagine how many students struggled to find a sense of belonging. According to Cleveland (2020) being culturally responsive is “the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures It means being effective in a different cultural context”
SUMMARY
When facilitating discussion with my preservice teachers, I work to create a space where we can courageously tackle topics and issues that, sadly, I once avoided. I challenge myself to identify and acknowledge my own bias and then consider its impact on how I perceive SBAE. In doing so, I hope that I model for my students the importance of empathy, coupled with the fortitude to challenge the status quo, rather than conform to the seemingly dominant viewpoint.
According to Cleveland (2020) being culturally responsive is “the ability to learn from and relate respectfully with people of your own culture as well as those from other cultures It means being effective in a different cultural context.
Diversity as job quality: toward the inclusion of trade unions in public procurement of social services
Featured database: GenderWatch
Benjamin, Orly
ABSTRACT
When union representatives are included in government procurement procedures for contracting-out of social welfare services, organizational diversity is enhanced if the job quality parameter, as reflected in the contract, is improved. Asking how unions are treated in government procurement procedures, this paper discusses an approach to diversity management based on the inclusion of unions.
SUMMARY
Contract-based delivery of welfare and care services, as facilitated by public procurement, has been found to have detrimental ramifications for job quality for women (Rubery, 2013)— particularly women from ethno-national-racial minorities, who tend to be the most vulnerable employees in the care work and service sectors (Zeytinoglu and Muteshi, 2000; Jacobs and Padavic, 2015). Scholarship on collective diversity management, gave little attention to the field of care works in contracted out services. Consequently, the possibility that diversity resistance is institutionally supported by the public policy of public procurement remained outside discussions of diversity stagnation. My analysis aimed at filling this gap by analyzing the institutional work that, in the Israeli case, serves to marginalize trade unions and their efforts to improve job quality. From a collective diversity management approach (Kirton and Greene, 2004), which I used this form of institutional work to explore its role in the negotiation of contract design. Three processes emerge from the analysis of the interviews.
Firstly, budget administrators, who were found to occupy the hegemonic power position in the contract design procedure, expressed indifference toward the issue of job quality. Secondly, budget administrators also utilized institutional work to marginalize trade unions. Finally, while union activists did succeed in securing several job quality-related achievements, these did not include the right to occupational training. These three processes indicate how power dynamics operate through institutional work that indirectly, and through reducing job quality, becomes diversity resistance. Failing to recognize job quality as a factor capable of mitigating the ceaseless drive to minimizing operational costs serves to reproduce power structures. Indifference toward job quality is also consistent with a clear tendency to ignoring the potential contribution of trade unions to promoting job quality, as a crucial aspect of overall service delivery. Awareness of the ways in which budget administrators treat the crucial link between job quality and diversity substantiates.
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