Diversity Experiences Research Articles

Network management as a success factor (a comprehensive literature review)

The economy and the focus of organizations are heading more as it goes towards human resources. The challenge of global companies is to create recognitions and to being coherent with individuals of similar fields or successful people. The main task of such organizations is to manage the relationships with the latter. As founder of Moz, Rand Fishkin said: “Don’t build links, build relationships”. The research question which this paper attempts to answer is: How does the network management affect the success of an organization? Our hypothesis laid ahead suggests that the focus of companies in network management, guarantees the long-term success of the organization. According to the review studies of this paper, Silicon Valley is the best example to understand the importance of network management especially in innovation. “Shared creativity” suggests that best problem solving is retained through sharing, diversity skills collaboration and experiences, targeting the achievement of a common goal. Leaders and the companies, including Albania, which are focused on this area have achieved excellent results in total revenues as well as knowledge. In this paper, we aim to design a framework for a successful implementation of the network-oriented business strategy, key ingredients of which, are human resources strategy, network competence and innovation success.

Self-Authorship Capacity and Its Relationship with College Student Experiences and Outcomes

To achieve many outcomes promoted by student affairs educators, students need the internal capacity to author their knowledge, identities, and relationships. This study examined the link between students’ entering self-authorship capacity and their experiences and outcomes in their first and fourth years. Findings from 214 participants indicate that self-authorship capacity is positively and significantly associated with subsequent academic challenge, diversity experiences, and faculty/staff interactions, which then predict increased psychological well-being, leadership skills, and intercultural competence.

Diversity Characteristics and Experiences of Discrimination in Certified Mental Performance Consultants

The purpose of the present study was to explore diversity characteristics and experiences of discrimination in certified mental-performance consultants (CMPCs). The results of a questionnaire (N = 260) indicated that CMPCs remain a rather homogeneous population (>80% White, heterosexual, and able-bodied). Female and non-White consultants were significantly more likely to experience discrimination in the field. The findings indicate that minorities remain underrepresented among CMPCs. In addition, the profession is in need of interventional strategies to prevent experiences of discrimination in applied sport psychology.

The Effect of Diversity Experiences and Structural Diversity on Multicultural Attitude of College Students

The Effect of Diversity Experiences and Structural Diversity on Multicultural Attitude of College Students

Opinion Paper - Being Who They Are at the Intersections: The Experiences and Contributions of Worldview Minority Women of Color on Campus

This article applies an intersectional lens and draws on data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to illuminate the religious diversity experiences and engagements of worldview minority women of color. https://doi.org/10.26803/ijlter.18.5.9

The Diversity Paradox: Opportunities and Challenges of “Contact in Context” Across Development

As the United States diversifies, we review research on both the benefits and challenges of diversity in developmental science. Taking a “contact in context” approach, we focus on how structural and interpersonal diversity influence ethnic/racial developmental processes and outcomes from early childhood to adolescence. We also consider how a child’s own ethnicity/race may shape diversity experiences. We offer this review with the ultimate goal of optimizing benefits and minimizing challenges. We offer a “contact in context” conceptual model that integrates diversity at multiple levels, child ethnicity/race, and developmental changes over time. We conclude with recommendations for future research.

Worldview Climate and the International Student Experience: Internationalization Strategies Overlook Interfaith Necessities

Aim/Purpose: The purpose of this study was to compare domestic and international students’ experiences of the campus worldview climate. Background: Internationalization efforts have continued to increase and more institutions are codifying internationalization into their mission statements or strategic plans. However, most international students are coming to the United States from countries that do not share a Christian-based worldview and most campuses are already underprepared for their students to engage across worldviews. Methodology: To explore the experiences of international students with the campus worldview climate, we used data from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS) to examine differences between domestic and international students with regard to campus worldview climate perceptions, engagement in formal and informal interfaith opportunities, and changes in pluralism orientation during the first year of college. Contribution: This study advances our understanding of how international students perceive their campus worldview climates and how they engage in cross-worldview interactions. We offer these findings in hopes of providing an empirical roadmap for improving international students’ experiences with the worldview climate on campus, especially as internationalization strategies continue to grow and diversify our student populations. Findings: We found that international students do find their campuses less welcoming than their domestic peers. Additionally, international students reported engaging more often in formal cross-worldview interactions than their domestic peers. Recommendations for Practitioners: In light of these findings, we suggest three interfaith initiatives campuses can sponsor to better support their international students: 1) find a physical space for a multi-faith center and provide dedicated staff to support interfaith initiatives, 2) help faculty innovate their practice and the spaces they hold in the classroom to foster environments more inclusive of diverse worldviews, and 3) engage student affairs staff in reflection about their own worldviews and train them to create space for cross-worldview engagement among their students. Recommendation for Researchers: Our findings suggest that international students’ experiences of worldview climate differ from their domestic peers. Researchers should continue to explore worldview as a relevant component of the cross-cultural experience and design research that considers these divergent experiences. Impact on Society: Helping our students engage with diverse worldviews is imperative as part of higher education’s contribution to creating democratic societies across the globe. The results of this study point to ways administrators and campus leaders can align internationalization strategies with effective interfaith and worldview diversity practice. Future Research: Additional research efforts should focus on identifying components of the campus worldview climate international students are more likely to experience than their domestic peers. Also, researchers should consider how international students are exhibiting growth on outcomes like pluralism orientation in comparison to their domestic peers and how cross-worldview interactions affect this development.

Activists, Non-activists, and Allies: Civic Engagement and Student Types at MSIs

Higher education institutions across the country aim to contribute to students’ ability to become active citizens. Civic engagement has long been an emphasis of higher education and has become a focal point from innovations such as the Carnegie Foundation’s elective classification for community engagement and service-learning (Saltmarsh & Zlotkowski, 2011). Researchers have demonstrated that foundational values of democratic engagement including inclusiveness, relationships between students who engaged in cross-racial interactions, co-curricular activities and diversity experiences are related to higher levels of civic awareness and engagement (Bowman, 2011; Hurtado & DeAngelo, 2012). Furthermore, students who participated in protests were more likely to have complex thinking about democracy and awareness of global problems. Civic engagement is embedded in the history of minority student groups on college campuses, with their influence on increased access and resources, as well as their fight for more inclusive and productive campus environments (Abrego, 2008; Borjian, 2018; Gasman, Spencer & Orphan, 2015). Although civic engagement has been examined across various student groups, there is limited research on the impact of civic engagement at minority-serving institutions. The study uses a large-scale, cross-sectional approach to analyze college students’ participation in civic engagement activities at 24 minority-serving institutions from 2013 to 2017 using data from the National Survey of Student Engagement (NSSE). Aspects of civic engagement examined include students’ participation in events that address social or political issues, frequency of interactions with diverse others, participation in leadership and service-learning activities, and perceptions of their institution’s contribution to their growth in areas such as becoming an informed and active citizen. Additionally, researchers explored students’ ability to resolve conflicts that involve bias and prejudice and contribute to the well-being of their community; how frequently students inform themselves of state, national, or global issues; and how they may organize others around a cause. The data led to the creation of three types of student activists. The results have implications for student affairs professionals, administrators, and faculty to redefine how students participate in civic engagement activities, to shape civic education experiences on their campus, and to help students learn how to find and use their voices.

Suiga/Change: An Ethnodrama Exploring Challenges in Intimate Relationships With Young People in Samoa.

Intimate partner violence (IPV) is a significant global issue and there is an immediate need to strengthen knowledge and support innovative action, particularly with young people and people in diverse cultural settings. This ethnodrama provides insights into the way young people in Samoa, a Pacific Island nation reporting high rates of IPV, experience and perceive IPV and challenges within intimate relationships. Suiga/Change is an authentic, emotive, and powerful story of four young people who represent the diversity and lived experiences of the wider population of young people in Samoa. Implications for future research and practice are discussed.

How Collaborative Learning Enhances Students’ Openness to Diversity

ABSTRACTWe investigated the influence of collaborative learning on students’ openness to diversity in the 1st year of college. Even in the presence of a host of potential confounders, we found that exposure to collaborative learning activities positively influenced students’ openness to diversity, regardless of their individual background characteristics. Further, this relation was mediated through students’ interactional diversity experiences. That is, exposure to collaborative learning led to a greater frequency of students interacting with others who were different from themselves, which in turn led to greater openness to diversity.

Editors’ Notes

Editors’ Notes

Workplace diversity in South Africa: Its qualities and management

This qualitative study explored diversity management strategies used by South African financial institutions. The sample included 72 employees (33.33% females; 39.08% Indigenous African language speakers). Of the participants, 44.45% were white, 28.57% were black, 22.22% were Indian, and 4.78% were from the Coloured population group. The participants completed focus-group interviews or individual interviews on their workplace diversity experiences and its management. Themes emerging from Atlas.ti and Tesch’s data analyses included the consensus view that effective diversity management proactively addressed cultural differences, stereotyping, prejudice, discrimination, misunderstandings, communication gaps, and conflict due to organisational hierarchical levels. Organisational competitiveness is enhanced through client focused services and an employee valuing work environment. However, some of the employees also viewed diversity initiatives as costly, time-consuming, and forced on employees.

Preparing Students for a Diverse, Deliberative Democracy: College Diversity Experiences and Informed Citizenship after College

Background/Context The role of race in the university continues to be a contentious issue. Proponents of college diversity often cite the importance of fostering a diverse and deliberative democratic society, but the link between student experiences and postcollege citizenship has received limited attention. Purpose/Objective This study explores the extent to which two types of college diversity experiences (cross-racial interaction and curricular/co-curricular diversity engagement) predict aspects of informed citizenship associated with supporting a deliberative democracy six years after graduation (i.e., following the news, discussion of racial issues, and importance of keeping up to date with politics). Participants The dataset for this study came from UCLA's Higher Education Research Institute. We utilized the 1994–1998–2004 cohort of students/alumni, which included a postcollege survey administered six years after graduation. The total sample consisted of 8,634 alumni from 229 institutions. Research Design This study utilized secondary data analysis of the 1994–1998–2004 CIRP dataset. Data Collection and Analysis Path analysis was particularly useful for this study to examine the direct and indirect effects of the college diversity experiences on senior-year and longer-term outcomes. Results College diversity experiences have direct effects on postcollege discussions of racial issues, which suggests that these forms of engagement may have long-lasting effects on college graduates. Moreover, curricular/co-curricular diversity engagement also has positive, indirect effects on keeping up to date with politics, news consumption, and discussing racial issues well after graduation. The pattern of findings differed when analyzed separately by racial/ethnic group (i.e., Whites/Caucasians, Asian Americans, and underrepresented students of color). Conclusions/Recommendations This study adds to the existing knowledge base by making a key contribution to the limited research on the long-term benefits of diversity experiences as well as the dimensions of higher education that inform active citizenship in a deliberative democracy. This study examined the complex relationships—both direct and indirect effects—associated with these college diversity experiences and outcomes after college and how these relationships vary by racial/ethnic group. The current findings point to the particular importance of maximizing opportunities for cross-racial interaction and curricular/co-curricular diversity engagement for all students regardless of their race/ethnicity.

Building Inclusive Community by Bridging Worldview Differences: A Call to Action From the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS)

Adapted from a keynote address delivered at the 2017 Dalton Institute on College Student Values, this article introduces findings from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS), a national study aimed at identifying the high-impact practices most conducive to students’ interfaith learning and engagement. Informed by data collected from more than 20,000 first-year students attending 122 diverse colleges and universities, the article addresses how higher education leaders can build community, cooperation, and trust on campus in an era of intensified religious, ideological, and political conflict.

What predicts health students’ self-reported preparedness to work in Indigenous health settings?

Australian undergraduate programs are implementing curriculum aimed at better preparing graduates to work in culturally diverse settings, but there remains uncertainty over the role of extant student attitudes towards Indigenous Australians. To begin to address this, we obtained baseline data on student attitudes upon entry to tertiary education. 1175 health science first-year students (275 males, 897 females) completed an anonymous in-class paper questionnaire. On average, students reported positive attitudes towards Indigenous Australians, with female students reporting more positive attitudes than male and domestic students more positive than international. Hierarchical multiple regression analyses indicated that after controlling for demographic variables, interactional diversity experiences and attitudes accounted for significant variance in a range of measures of preparedness to work in Indigenous health contexts. The knowledge gained will inform the development of, and alignment between, curriculum and pedagogical approaches, leading to an improved facilitation model for educators in the Indigenous Studies context.

Do Parents Matter? Examination of White College Students’ Intergroup Experiences and Attitudes

The purpose of the study was to examine the association between parents’ attitudes towards diversity and their young adult children’s intergroup experiences and attitudes. We surveyed a sample of non-Latino White, first-year university students ( n = 154) and one of their parents ( n = 154) at the start of the academic year; a subsample of these students ( n = 87) and one of their parents ( n = 87) was also surveyed again at the end of their first year. We found that, among parents who expressed greater openness to diversity, young adult children were more likely to appreciate diversity and less likely to endorse racial colorblindness. We found similar effects regarding parents’ openness to diversity on students’ likelihood to engage in campus diversity experiences, which subsequently increased students’ diversity appreciation and decreased students’ endorsement of racial colorblindness. Implications and future directions are discussed.

The Effects of Viewpoint Diversity and Racial Diversity on Need for Cognition

Need for cognition is the enjoyment of and motivation to think, solve problems, and actively use one's mind, characteristics that are vital to learning. Diversity has been associated with many learning outcomes, yet critics of diversity claim that viewpoint diversity—not racial diversity—is sufficient for learning; therefore, I explored the effects of viewpoint diversity and racial diversity experiences on students' need for cognition in the first year of college. The findings counter the diversity critics' claims, as well as suggest that different diversity experiences affect need for cognition depending on one's race.

International Popular Music Styles and Contemporary Bukharian Jewish Identity

International Popular Music Styles and Contemporary Bukharian Jewish Identity Evan Rapport (bio) The small yet vibrant community known as Bukharian Jews, or those who trace their ancestry to the Jews who historically lived in the urban centers of Central Asia, can claim a large number of master musicians who perform in a startlingly wide array of styles.1 The prominent role of professional musicians with eclectic repertoires was an important aspect of Bukharian Jewish musical life during the Soviet period (1917–1991), and eclectic professional musicianship has continued to be a crucial part of Bukharian Jewish identity in the United States and Israel since mass emigration from Central Asia in the 1990s. Bukharian Jews look to these professional musicians as representatives and emissaries, and musicians take seriously their position in the community. They carefully develop their repertoires in relation to many different aspects of Bukharian Jewish identity, adjusting their performances to suit the needs of various audiences. This article focuses on the uses of international popular music styles among the diasporic Bukharian Jewish population in New York City. Dance music, disco songs, ballads, and pop songs in Russian, English, Hebrew, Persian, Uzbek, Turkish, Spanish, Arabic, and other languages constitute the primary repertoire performed at community celebrations such as weddings.2 Although there is nothing that explicitly marks this repertoire as “Bukharian Jewish,” this self-consciously diverse musical mix is what musicians most commonly choose to perform when representing themselves to Bukharian Jewish audiences. On the other hand, these musical styles are almost entirely absent from presentations to non-Bukharian audiences; for those, Bukharian Jews present classical and folkloric Central Asian music as emblematic of their cultural identity. This disconnect between Bukharian Jewish musical life and its presentation to audiences outside the community is familiar to other immigrant and ethnic groups engaging multiculturalist ideas.3 Bukharian Jews, like other groups with limited access to mainstream platforms, must address a perceived demand to outwardly represent themselves in clear and distinct ways and balance this pressure with internal motivations to reflect the diversity and urban cosmopolitan experiences of the community. [End Page 89] This article is based on ethnographic research among the Bukharian Jewish population in New York city, which I have been conducting since 2002. The vast majority of these Jews left Central Asia in the early 1990s, amidst the dissolution of the Soviet Union, or they are the children of such immigrants. The New York city population is differently constituted from the Bukharian community in Israel, which has steadily grown since significant migration began in the late nineteenth century. My conversations with members of the community in New York city (and my limited experiences conducting research in Israel), however, indicate that many of the same issues are found in both New York and Israel. Bukharian Jews throughout the world are very strongly linked, and musicians such as the Alaev Family (Israel) and Roshel Rubinov (New York city) perform internationally and are popular wherever Bukharian Jews live. Many musicians have lived in multiple locations, such as Avrom Tolmasov, who moved from Samarqand, Uzbekistan to Israel in 1988, then to New York city from 2002 to 2008, and then back to Israel. Multiculturalism and Bukharian Jewish Musical Repertoires Substantial numbers of Bukharian Jews arrived in New York city when the ideology of multiculturalism might have been at its apex. In the 1980s and 1990s, many ethnic groups and immigrant communities found distinct niches by organizing around particular forms of folk and classical music, often heavily stylized and supplemented with colorful costumes and dances. Bukharian Jews primarily presented their community identity through a combination of light classical music and folkloric material attached to the label maqom (other spellings include maqam, maqām, makam, and makom) or shashmaqom, which strictly speaking refers to a canonized classical music repertoire.4 Efforts to organize around these musical styles mirrored similar folklorization processes in Central Asia during the twentieth century and, in this respect, the Bukharian Jewish heritage repertoire is analogous to that of other ethnic folk and heritage ensembles in the United States. Examples of such maqom performances include concerts at mainstream venues such as Carnegie Hall and Lincoln Center, at community centers and libraries in the...

Feeling like an “Alien” or “Family”? Comparing students and faculty experiences of diversity in STEM disciplines at a PWI and an HBCU

This qualitative exploration of diversity experiences among undergraduate and graduate students and faculty in STEM disciplines at a predominantly White institution (PWI) and a historically Black college or university (HBCU) in a Mid-Atlantic state finds that the level of diversity and inclusiveness may matter to how Students of Color experience inclusion in their academic programs. Participants at the PWI described feeling excluded, voicing concerns about institutional struggles with creating an inclusive campus climate; whereas, participants at the HBCU perceived STEM disciplines to be diverse and viewed their programs and the institution as supportive of their needs.

Diversity, inclusion, and doctoral study: challenges facing minority phd students in the United Kingdom

The purpose of this article is to provide a platform to converse on barriers and challenges faced by three marginalised groups – women, black minority ethnic (BME) groups, and students living with a disability – throughout the course of doctoral study in political science in the United Kingdom. Much of the literature devoted to inequalities in academia tends to focus on established academics already in a post; the experiences of PhD researchers as the future of the profession have largely been neglected. However, in order to understand the underrepresentation of structurally disadvantaged groups, more insight into what is taking place earlier in the career pipeline is necessary. Based on an online survey and a small number of qualitative interviews, the article’s findings are split into seven different themes, reflecting both challenges that are faced by all PhD researchers, such as financial pressures, as well as those such as isolation, institutional support, and perceptions of disadvantage, that were found to be much more pronounced among minority groups. The article is a preliminary reflective discussion that aims to start a broader conversation about equality and diversity experiences among PhD researchers across the discipline, not just in the UK but on a global scale.