Diversity In Education Research Articles

Faculty’s Perspectives of/on Cultural Diversity Management in a Multicultural Classroom

Higher education institutions are changing fast in terms of the inclusion of international students. Consequently, faculty are expected to provide enabling learning environments and experiences for education in diversity. Based on the beliefs and practices of social constructivism philosophy and rooted in the interpretive paradigm, this article examines how faculty in a Ugandan university manage multicultural classes and their efforts to promote inclusive classes and curriculum. Qualitative research methods were employed with a sample of eight faculty. Data were collected by means of face-to-face individual semi-structured interviews that were triangulated with document checks. Data analysis followedGay’s (2000) culturally responsive pedagogical framework, with faculty perspectives summarised in themes. The findings point to challenges in implementing a culturally relevant classroom management model, such as faculty’s inability to fully multiculturalise due to inadequate knowledge of cultural minorities’ backgrounds. However, they reveal that some faculty manage their classes adequately, show care and concern for non-Ugandan students, use several strategies to communicate with them, and endeavour to adjust to suit minority students’ learning styles. The study suggests that much remains to be done to ensure inclusivity and to promote the social constructionist perspective that is inclusive in teaching and learning.

Religious diversity education: raising children’s awareness of religious diversity through augmented reality

Religious diversity education has become increasingly prominent in the last few years. As the region with the second-highest religious diversity globally, Chinese Taiwan provides its students religious education early on, thus minimising misunderstandings and discrimination on the basis of religion. To diversify teaching methods, educators have adopted interactive technology as one of the primary teaching aids. This study aims to develop and evaluate the impact of an interactive technology, augmented reality (AR) in the provision of religious education. A series of experiments were conducted during the 2020 Taipei Lantern Festival of Religious Education Exhibition to explore whether using the interactive technology system significantly improved learning outcomes in comparison to traditional learning methods. To this end, a total of 50 elementary students across two experimental (n = 24) and control (n = 26) groups were recruited to participate in the study. A mixed-methods approach was used to analyse students’ subjective and objective learning outcomes. The results of the study showed that the experimental group performed significantly better in both subjective and objective learning outcomes. The findings obtained from the open-ended questions showed interactive AR technology system use positively affected the learning process. In conclusion, this study proposes that combining religious diversity education with interactive AR technology has the potential to improve students’ motivation, engage their interest, improve learning outcomes, and contribute to an increased awareness of religious diversity. It may also be helpful in limiting students’ cognitive overload during the learning process.

The “practical mode of teaching” and the state of English studies in the United States

AbstractIn the United States, student eagerness to pursue concentrated study in English literature as well as in other humanities fields has plummeted after the financial crisis of 2008. Envisioned strong career demand and high wages upon graduation are major drivers of program choices, and such demand is articulated through wealthy industries that can also offer funding to universities. That said, it becomes self‐fulfilling to contribute to the cliché of the humanities perpetually being in crisis, which occurs when humanities specialists begin valuing their own fields by the measures celebrated by other programs. Is it possible to take the current situation and leverage our strengths toward constructive innovations in English studies that remain true to our own values? To address this question, we first summarize three key ways in which the situation in the United States is distinct from, yet connected to, that of most other countries: extensive decentralization of education policy and funding; high student debt; and opposition to education in Diversity, Equity, and Inclusion and the humanities in general. After reflecting on the opportunities for greater global connection posed by the pandemic‐driven shift to online learning, we discuss some of our own efforts to build a sense of local and international responsibility in our students. The skills, knowledge, and openness to other cultures and identities that we nurture through the literature we teach and the socially invested pedagogy we practice allow us to incorporate ethics and empathy into the design of international economics and to help ensure that a sense of local and global responsibility is part of its operation.

Prevalence of Acute Malnutrition and Associated Factors among Children aged 6–59 months in South Wollo Zone, East Amhara, Northeast Ethiopia: a Community-based cross-sectional study

ObjectiveThe aim of this study is to determine the prevalence of acute malnutrition and associated factors in South Wollo zone, East Amhara, Northeast Ethiopia.DesignA community-based cross-sectional study was conducted among...

Perception and attitudes of students about politically correct speech: A case study from the spectrum of diversity education

Politically correct behavior implies the use of language and the right linguistic action. Therefore, language affects the human thought process, which determines the perception of reality and the individual’s actions. These measures of language that reform and sensitize people to justice and inclusion have raised many research questions. At the linguistic level, the concept aims to exclude any discriminatory use of language from discourse. From a sociological aspect, political correctness implies that speech that does not lead to discrimination and does not destroy a person’s identity. While, on the other methodological side, political correctness still implies the renewal of the culture of learning, that is, the redefinition of the educational paradigm. The paper aims to examine the perception of students of different fields of study about political correctness in the language and to compare the obtained data to raise awareness of the importance of using political correctness. 68 students of the Humanities and Social Sciences at Split and Libertas International University participated in the research. The work is based on the hypothesis that there are significant statistical differences in individual opinions regarding the direction of the study. Research has shown that more students of International Relations and International Business are warned about political correctness in the language because it is related to their profession, as opposed to the students in Split who study German language and literature. This was to be assumed, considering the different goals of the outcomes of the mentioned studies. The paper can be a guide for future similar research on a larger population, as well as a form for raising awareness of the importance of the concept of diversity and its implementation in higher education.

Patient safety: skin tone diversity education in pressure ulcer prevention

Patient safety: skin tone diversity education in pressure ulcer prevention

Developing HESA Graduate Student Critical Consciousness in a Diversity in HIED Course

Abstract: This study uses a critical consciousness framework to understand the experiences of higher education and student affairs (HESA) graduate students in an elective Diversity in HIED course. We drew from narrative inquiry to analyze data from selected student coursework in online discussion board conversations and journal entries. Students demonstrated building a foundation for engagement with critical consciousness, particularly through themes of interest in the emotions that surfaced during the course, reconceptualizing “diversity,” and how to apply their learning to HESA practice. Participant learning reflected that HESA graduate programs can foster an important foundation for personal and professional development in this area. This knowledge can help faculty and supervisors support HESA graduate students’ learning and preparation for active engagement regarding critical consciousness in HESA practice.

PENDIDIKAN MULTIKULTURAL DALAM MENGATISIPASI PROMBLEMATIKA SOSIAL DI ERA DIGITAL

The writing of this article contains the phenomenon of education in the digital era which is growing rapidly. The use of technology in education can have a negative impact on students' social and interpersonal skills. The role of education is needed to anticipate social problems in this digital era. The writing uses the library research method by looking for related sources, in the form of articles, books, journals or other relevant sources. The article contains the cultivation of multicultural values in schools, which includes diversity education, inclusive learning, developing critical and analytical skills, good communication between people and integrating the curriculum with multicultural education. The cultivation of multicultural education in the digital age can be done through online classes and social media, Facebook, Twitter, Instagram and others, while maintaining the values of tolerance, respect for differences and recognition of cultural diversity. Keywords: Multicultural Education: Islamic Education; Digital Age

The Effect of Respect for Diversity Education Program on Primary School Students

This study aims to examine the effect of the Respect for Diversity Education Program on primary school students’ respect for diversity and empathic tendency. The research design of this study is quasi-experimental, with 3x3 pre-tests, post-tests, follow-up tests, and experimental, control, and placebo groups. In the study, the Respect for Diversity Scale and the Ka-Si Empathic Tendency Scale were used. The research was conducted with a total of 24 third-grade students selected for the experimental group (n = 9), the placebo group (n = 7), and the control group (n = 8). The "Friedman Test" was used to compare the pre-test, post-test, and follow-up tests of the experimental group, and the "Wilcoxon Signed-Ranks Test" was used to find out whether there was any statistically significant difference between the test scores of each group. According to Friedman Test results, a significant difference was found between the scores of respect for diversity, but there was no significant difference between the scores of empathic tendency. The analysis of the pre-test and post-test scores of the placebo and control groups yielded no significant differences. When the follow-up test scores applied six weeks after the post-test were analyzed, it was seen that the significant difference obtained for the respect for diversity test was preserved in the experimental group. Only the Wilcoxon Signed Rank tests between the pre-test scores and follow-up test scores and the pre-test scores and post-test scores obtained through the Respect for Diversity Scale yielded significant differences. According to the results of the Kruskal-Wallis H Test conducted to analyze the post-test scores of the experiment, placebo, and control groups, a significant difference was found between the groups. However, according to the Bonferroni-corrected Mann-Whitney U test utilized to determine which binary comparison caused the difference, no significant difference was found.

Bringing Diversity Education to Life: The Impact of Learning Videos on Elementary School Students' Learning Outcomes

This study examines the lack of comprehension among students regarding subject matter that is highly relevant to their daily lives, emphasising the importance of their understanding. The encounter with diverse situations outside the classroom is a common experience for students; however, the insufficient availability of learning tools, unappealing media, and inadequate utilisation of school facilities contribute to their limited understanding. To address this issue, learning films are proposed as an alternative media to enhance student engagement, serve as effective learning materials, and make use of school resources such as projectors. The aim of this research is to create and evaluate the effectiveness of instructional video media with a diversity theme in improving learning outcomes among class III elementary school students. The design and development (D&D) method, specifically the PPE development model, was utilised in this study, involving three stages: planning, development, and evaluation. The input of media experts, material experts, and learning experts was sought to assess the feasibility of the learning videos. The results indicated that the learning films received a feasibility rating of 95% in the "extremely feasible" category, affirming their suitability for educational settings. Experts predicted that the implementation of learning films could significantly enhance student learning outcomes. The methodology encompassed data collection through the D&D method, including planning and conducting evaluations by experts, as well as the subsequent analysis and interpretation of the results. Ultimately, this study aims to improve the actual learning outcomes of class III elementary school students through the utilisation of instructional video media with a diversity theme.

A Review on Evolution and Importance of Diversity Education and Inclusion in Building an Effective Organizational Culture

Purpose: The purpose of the study is to explore the history and development of diversity education and inclusion in organizations and to highlight their importance in creating a positive and productive workplace culture. The study intends to investigate the advantages of diversity and inclusion in organisations, such as technical excellence, sound decision, and enhanced retention and engagement among staff members. It also seeks to identify the challenges and barriers to implementing effective diversity and inclusion programs and strategies, and to suggest best practices for organizations seeking to build a diverse and inclusive workplace culture. Ultimately, the goal of the study is to provide insights and recommendations that can help organizations create a more welcoming, inclusive, and equitable workplace for all employees. Design/Methodology/Approach: The study involves a literature review and analysis of existing skill variety and advancement research. This would involve reviewing academic journals, books, and other relevant publications on the topic, as well as industry reports and case studies. Results/ Findings: The review paper finds that diversity education and inclusion initiatives have evolved over time, from simply focusing on compliance with anti-discrimination laws to recognizing the value of diversity in creating a more innovative and productive workplace culture. Identifies common challenges and barriers to implementing effective diversity and inclusion programs, such as resistance from some employees, lack of buy-in from leadership, and difficulty in measuring the impact of such initiatives. the findings of the study may contribute to a better understanding of the benefits and challenges of diversity and inclusion initiatives in organizations and provide recommendations for building a more inclusive and equitable workplace culture. Value: The paper emphasises the importance of research through a detailed examination of the literature on the subject, recognizing the value of diversity in creating a more innovative and productive workplace culture. Type of Paper: Literature Review

Freedom in Education for Diversity of Flourishing

Abstract: This essay explores key values of John Lachs's work, especially freedom, diversity, and human flourishing, when applied to the history of the philosophy of education as well as to the practical problems of policy and implementation today in American schools. I consider the importance and tensions involved in these values in the thinking of Plato, Jean-Jacques Rousseau, and John Dewey. Next, I examine necessary and then avoidable challenges of operationalizing freedom and diversity in schools, especially in tensions with recent policy initiatives that threaten freedom and diversity for human flourishing. The aim here is to note the central importance of the values that Lachs has long championed, while attending also to the risks and dangers that misunderstanding and narrow thinking pose about them when applied to American public schools. Ultimately, I argue that while advocacy for liberty sometimes raises profound problems in the sphere of public education, democratic education is enriched immeasurably when it enables and empowers freedom to pursue diverse forms of flourishing.

Police Recruits’ Cognitive Engagement in a Racial Literacy Education Program: Does Racial Ideology Matter?

Studies suggest shorter term racial diversity education is ineffective in changing police officers’ attitudes and behaviors, partly due to strong emotional reactions and resistance to this type of content ( Schlosser, 2013 ; Zimny, 2015 ). In this investigation, we explored across two studies whether police recruits’ racial beliefs were related to their level of cognitive engagement in a racial literacy education program. Consistent with the research hypothesis, findings from Study 1 with 81 mostly White male police recruits suggested that recruits with higher color-blind racial beliefs (i.e., greater denial or minimization of institutional racism) as assessed in the first two weeks of the academy were less cognitively engaged in 10 hours of racial literacy education that they received in the training academy. In Study 2, we replicated and extended the results with a separate sample of 74 police recruits. In addition to completing a measure of color-blind racial beliefs at the beginning of their training, participants completed evaluations after each of the three education sessions offered over the course of the police academy. Findings indicated that the recruits’ level of color-blind racial beliefs at the beginning of police academy was associated with lower cognitive engagement in the education sessions. Limitations of the findings are discussed as well as the implications for future evaluation and racism education programming efforts.

Educating for inclusion: Diversity education programs can reduce prejudice toward outgroups in Israel

Intergroup prejudice is pervasive in many contexts worldwide, leading to discrimination and conflict. Existing research suggests that prejudice is acquired at an early age and that durably improving intergroup relations is extremely challenging, often requiring intense interventions. Building on existing research in social psychology and inspired by the Israeli TV series "You Can't Ask That," which depicts charismatic children from minority groups broaching sensitive topics at the core of intergroup relations, we develop a month-long diversity education program. Our program exposed students to the TV series and facilitated follow-up classroom discussions in which students constructively addressed various sensitive topics at the core of intergroup relations and learned about intergroup similarities, intragroup heterogeneity, and the value of taking others' perspectives. Through two field experiments implemented in Israeli schools, we show that integrating our intervention into school curricula improved Jewish students' attitudes toward minorities and increased some pro-diversity behavior up to 13 wk posttreatment. We further provide suggestive evidence that the intervention was effective by encouraging students to take their outgroups' perspectives and address an element of scalability by delegating implementation responsibilities to classroom teachers in our second study. Our findings suggest that theoretically informed intensive education programs are a promising route to reducing prejudice at a young age.

아동권리 기반 다양성 교육 프로그램의 효과

아동권리 기반 다양성 교육 프로그램의 효과

Effects of identity disclosure on school victimization and long-term educational outcomes among lesbian, gay, bisexual, transgender, and intersex students in China

This study examined identity disclosure among lesbian, gay, bisexual, transgender, and intersex (LGBTI) students in China and investigated the effects of coming out on school victimization as well as current academic performance and long-term educational outcomes. The study drew on a national sample of 9260 Chinese LGBTI students (age range = 12–42 years) and 9668 LGBTI individuals who were not in education (age range = 14–85 years). The results showed that LGBTI students were more likely to come out to their fellow students (61.4%) than to their teachers (42.4%). Approximately 40.2% of LGBTI students reported having encountered victimization in school, and they also were more likely to report school dropout and lower levels of educational attainment than those who did not experience school victimization. Transgender and gender nonconforming students and intersex students were particularly vulnerable to the experiences and adverse effects of school victimization. In addition, the findings indicated that although students who came out in school were more likely to experience school victimization, identity disclosure was related to better long-term educational outcomes. This study is one of the first to document the identity disclosure, victimization experiences, and school outcomes of LGBTI students in China. The results show that identity concealment may bring short-term benefits by protecting LGBTI students from school victimization but may be harmful to them in the longer run. To foster a supportive climate and a safe school environment, it is important to enact sexual and gender diversity education, inclusive school policies, and teacher training programs at different levels of schooling.

Effect of Diversity Education on Young Adolescents in Japan: Toward the "Do No Harm" Principle.

This study evaluated the impact of a semi-structured diversity education program on young adolescents, which included five 45-min sessions facilitated by schoolteachers using an instructors' manual. The study compared changes in knowledge and attitude related to diversity, self-esteem, and mental health among participants before and after the program. The participants were 776 junior high school students. Self-esteem and mental health conditions were assessed with the Rosenberg Self-Esteem Scale (RSES) and Kessler 6-Item Psychological Distress Scale (K6). The ratio of those who answered the knowledge and attitude questions correctly increased significantly for most questions, while the ratio decreased significantly for two questions. The RSES scores improved significantly after the program, but the difference was very small. Mental health, as measured by K6, became significantly worse after the program. A logistic regression analysis indicated that lower K6 scores before the program and worse academic grades had significantly higher odds ratios; being a girl, not having a disability, and having close friends were associated with worse K6 scores after the program. Further, this indicates the importance of developing processes based on evidence and the "nothing about us without us" principle.

The assessment of dietary diversity score and associated factors among pregnant women of Batu district, Southern Ethiopia, 2021: a community-based cross-sectional study.

A community-based cross-sectional study was conducted among randomly selected 594 pregnant women. Data were collected with a two-stage sampling technique through face-to-face interviews. The data were coded and entered into Statistical Package for the Social Sciences (SPSS) version 23. Bivariate and multivariable logistic regression analyses were applied to identify independent predictors of dietary diversity. The magnitude of the unmet minimum dietary diversity score among pregnant women was 356 (59.9%). Furthermore, pregnant women with no formal education [adjusted odds ratio (AOR)=3.46; 95% CI: 1.99, 5.66], poor by the wealth index (AOR=2.23, 95% CI: 1.33, 3.73), having five or more children (AOR=1.75, 95% CI: 1.14, 2.71), multigravida (AOR=2.18, 95% CI: 1.34, 3.56), and pregnant women from only male-headed households (AOR=4.46, 95% CI: 2.86, 6.94) were associated with an unmet minimum dietary diversity score among pregnant women. The prevalence of unmet minimum dietary diversity scores among pregnant women was found to be high. Moreover, low dietary diversity was linked to pregnant women with no formal education, multigravida, having more than five family members, male-headed households, and being poor by household wealth. As a result, nutritional diversity education should be prioritized, and health experts should provide guidance on dietary diversity and family planning services.

Inclusion and diversity within medical education: a focus group study of students’ experiences

Background/introductionAs patient populations become more diverse, it is imperative that future physicians receive proper training in order to provide the best quality of care. This study examines medical students' perceptions of how prepared they are in dealing with a diverse population and assesses how included and supported the students felt during their studies.MethodsFour semi-structured focus groups were held with medical students across all years of the medical study program of a Dutch university. Focus group transcripts were analyzed thematically.ResultsStudents’ experiences could be categorized as follows: (1) (Minority) identities and personal motivations, (2) Understanding of diversity and an inclusive learning environment, (3) Diversity in education, (4) Experiences of exclusion, (5) Experiences of inclusion, and (6) Lack of awareness. The key findings from the focus groups were that students perceived a lack of diversity and awareness in medical education and were convinced of the need to incorporate diversity to a greater extent and were personally motivated to contribute to incorporating diversity in the curriculum. Students also shared exclusion experiences such as stereotypes and prejudices but also some inclusion experiences such as feelings of belonging. ConclusionBased on our findings, it is recommended that medical schools incorporate diversity education into their curriculum so that health professionals can provide the best quality of care for their diverse patient populations. This education should also ensure that all students feel included in their medical education program.

Investigating EFL University Classes with Respect to the Implementation of the 4Cs

In current time, it is necessary for teachers to introduce the skills that students need to have in order to deal with challenges in the real world. The teaching of the "4Cs of the 21st century" communication, collaboration, critical thinking, and creativity has become increasingly popular in the twenty-first century as a result of all the changes that have happened to the educational system. The current study aims to look into how instructors, who teach EFL students utilize the 4Cs Communication, Collaboration, Critical Thinking, and Creativity in university classrooms. To determine whether university instructors actually use these vital skills in the classroom, all four Cs are examined. The major tool was an observation checklist. It was used to determine whether teachers were actually putting the 4Cs into practice in their classes. The data was collected by using a checklist after the researcher observed nine modules in three separate stages, and the SPSS v.25 statistical program was used to analyze the data from the observation checklist. Anova one-way was used to determine whether there was a significant difference between teaching the 4C skills in EFL classrooms in different levels and modules. The main results of this study showed that all of the 4C skills are taught and practiced equally in the classrooms, particularly in modules like Diversity Education, Entrepreneurship, and Language Testing.