Diversity Initiatives Research Articles

A Study on Employee Perspective on Diversity Initiatives in IT Industry of Bengaluru

This research uses a structured questionnaire to explore employees' perspectives on diversity initiatives, focusing on factors like workplace culture and demographic influences. The primary data was collected from 110 respondents via Google Forms, using a descriptive methodology to objectively analyze patterns in employee perceptions. This approach aims to identify key elements that shape how employees view diversity efforts within the organization. The findings are intended to provide insights that can guide improvements in diversity initiatives, fostering a more inclusive workplace culture based on employees’ experiences and expectations. The findings from this research will be valuable for understanding not only the current state of diversity acceptance within the organization but also areas that may require improvement. By identifying the factors that shape these perceptions, the organization can make data-driven decisions to enhance its diversity initiatives, promote an inclusive culture, and address specific areas where employees might feel excluded or underrepresented

Global Paternity Leave as a DEI Initiative in Four Multinational Corporations

Abstract Studies of diversity, equity and inclusion (DEI) initiatives in corporations typically involve ethnic minorities or women. In this case study, however, the focus is on men, and a new DEI policy implemented successfully in four multinational corporations (MNCs), namely, paternity leave rights with global applicability. The MNCs’ rationale for introducing this policy, and the perception of it by male employees who have taken such leave are explored mainly through interviews. These fathers are working for one of the MNCs and based in the UK, the US, Brazil and Australia. The aim of the case study is twofold: (i) contribute new insights into how the MNCs discursively justify the global policy, and (ii) develop a contextual framework explaining the MNCs’ successful implementation, which involves both discursive and practical action. In terms of underlying corporate DEI discourses, they mainly emphasise either economic rationality, inclusion or fairness. Regarding factors influencing uptake, a supportive work culture, a standardised period of fully paid leave and formal replacement during leave turn out to be important for informants across all four MNCs.

Exploring the Impact of Workforce Diversity on Employee Attitudes and Organizational Performance: An Empirical Study of Perceptions and Outcomes

Background: As modern organizations increasingly prioritize workforce diversity, understanding its influence on employee performance and organizational effectiveness is crucial. This study investigates the impact of diversity dimensions, including gender, age, ethnicity, and educational background, on employee attitudes and workplace outcomes. Objectives: The primary aim is to assess employees' perceptions of diversity within organizational contexts, exploring their attitudes toward diversity initiatives, personal impacts, and the broader effects on organizational success. Methods: A quantitative survey approach was employed, with a structured questionnaire administered to capture responses from a diverse participant sample. The survey examined agreement or disagreement across statements related to diversity's benefits, costs, and effects on organizational harmony and personal satisfaction. Findings: Results reveal a strong, positive perception of diversity among respondents, with the majority indicating that diversity fosters harmony, organizational effectiveness, and personal enrichment. While 91.4% express enthusiasm for diversity, 100% agree that diversity initiatives are worthwhile and support continued organizational efforts. Negative sentiments were minimal, indicating broad acceptance and positive attitudes toward diversity. Conclusion: The findings highlight diversity as a strategic asset that enhances innovation, inclusivity, and organizational performance. The study underscores the value of fostering a diverse workplace culture where employees feel appreciated, engaged, and motivated to contribute unique perspectives. Novelty: This research adds to the growing body of literature by providing empirical evidence from a varied demographic context, reinforcing diversity’s role in strengthening organizational cohesion and performance. The insights contribute to a deeper understanding of how positive diversity perceptions can be leveraged as a driver of organizational success.

Building Social Justice-oriented Resilience for Diversity, Equity and Inclusion in Higher Education: Propositions from Hong Kong

Diversity, equity, and inclusion (DEI) rhetoric and initiatives are gaining attention in Asian higher education. Yet, these are still underexplored in terms of their potential to bring about cohesive campus climates. As higher education institutions admit students from diverse backgrounds, there is room for examining how DEI might be leveraged to support growing student learning needs, particularly in contexts where cultural diversity is not the norm. Using Hong Kong as an example, this paper probes the genesis of DEI initiatives and sources of deficit thinking in higher education with reference to the experiences of ethnic minority (EM) students. It proposes a conceptualization of resilience theory from a social justice lens to counter deficit thinking and racism, which helps locate DEI initiatives in building culturally inclusive environments.

Identifying and Prioritizing the Educational Needs Professors of Medical Sciences in the Field of E-Learning with the Analytic Hierarchy Process Approach

Background: Professors in universities and educational institutions hold a crucial role in crafting educational approaches utilizing cutting-edge technologies. They need to possess significant expertise in e-learning and tackle the obstacles associated with delivering education and utilizing Information and communication technologies within higher education. To effectively navigate these challenges and adaptations, professors need to equip themselves with new educational techniques through training and readiness to adeptly incorporate emerging technologies into their teaching practices, thus enhancing the educational journey for students. By identifying, understanding, and ranking professors' requirements and preferences, effective and diverse educational initiatives can be tailored to meet their needs. Objectives: This research aimed to recognize the educational needs of medical science professors in the field of e-learning from the experts' point of view and prioritize these needs utilizing the analytic hierarchy process (AHP). Methods: This practical study was conducted in 2022 using a process-oriented approach and AHP. The main stages included the creation of a hierarchical structure, comparative judgment, and determining priorities. In the first step, 13 criteria were identified, which were derived from scientific articles and previous research. In the second step, the pairwise comparison matrix was used for comparative judgment, and the weight of each criterion was calculated. The third step involved determining priorities based on the weight of each criterion and the inconsistency ratio. The participants of this study included professors of basic and clinical sciences from different faculties. Results: The results of this study demonstrated that from the point of view of experts and participants, among the 13 criteria, the skills of virtual teaching (with weights of 0.146 and 0.148), electronic content production (with weights of 0.093 and 0.092), and holding online training courses (with the weights of 0.092 and 0.100) formed the three main needs of medical science professors in the field of e-learning and had the highest degree of importance and necessity compared to other criteria. Conclusions: Identifying the educational needs of medical science professors for organizing and designing necessary programs to enhance knowledge, skills, and empowerment will lead to improving the quality of e-learning, and eventually, reducing professors’ concerns in this area.

Diversity Initiatives: Intended and Unintended Effects

Diversity Initiatives: Intended and Unintended Effects

Initiatives to improve lung and sleep health in children: Delphi consensus from the pediatrics, pulmonary, and sleep conference.

The lung and sleep health of adults is heavily influenced by early factors, both genetic and environmental; therefore, optimizing respiratory health begins in childhood. Multiple barriers impede improvements in lung and sleep health for children. First, the traditional siloing between general pediatric care in the community, pediatric pulmonary and sleep subspecialty care, and the research community limits the translation of knowledge into practice. Additionally, identifying and addressing health disparities remains a challenge. The 2021 NHLBI-sponsored workshop "Defining and Promoting Pediatric Pulmonary Health (DAP3H)" was a first step in defining critical gaps in our current healthcare system in identifying and optimizing lung and sleep health in children. The workshop identified key opportunities including measuring pulmonary function in young children, sleep-focused outcomes, developing biomarkers, and longitudinal research cohorts. To expand on the work of DAP3H and continue initiatives to improve childhood lung and sleep health, the Pediatrics & Pulmonary Network: Improving Health Together conference was held in 2023. A modified Delphi process was applied to form consensus surrounding gaps, barriers, and action items, with the goal of identifying the most urgent opportnities for improving childhood lung and sleep health. Cross-cutting foundational principles were identified as: (1) Authentic Stakeholder Collaboration & Engagement, (2) Reach & Implementation in Real World Settings, (3) Understanding Current Landscape & Resources and (4) Purposeful Diversity, Equity, & Inclusion Initiatives. To improve lung and sleep health in children, these principles should be the foundation for research design, development, and implementation.

Narrating a path: Digital humanities tools in the linguistics classroom

This paper embraces the premise in Mehl (2021: 331) that “linguists should care about the digital humanities … because collaborations between … linguistics and DH will be fruitful for all of us.” I discuss my incorporation of a selection of DH tools and practices into my teaching of three undergraduate linguistics courses, where in lieu of the traditional “research paper”, students learn about free web-based tools to create interactive exhibits and digitally edited volumes. These tools make multimodal writing and data presentation easy, and they are ideal for interactive presentation of ideas. They also allow students to weave concepts in linguistics with ways in which linguistics, usually more embedded in the social sciences, finds footing in the humanities, including language and identity, language endangerment and revitalization, or specific languages that they speak or are spoken in their worlds. These initiatives address justice, equity, diversity, and inclusion (JEDI) initiatives promoting cross-linguistic and cross-cultural understanding. They also allow students to actively interrogate the ways in which the discipline may perpetuate or challenge existing power structures and their biases.

Marital status and the “S” in ESG management

ABSTRACT We analyse the ways CEO marital status and corporate social irresponsibility (CSI) might interact. Firms with married CEOs have lower incidence of negative CSI news coverage. Such firms also tend to have better employee relations and stronger diversity initiatives – employee relations and diversity initiatives are associated with reduced incidence of negative CSI coverage, but only for firms with married CEOs. Results suggest married CEOs foster a work environment that is more conducive to corporate social responsibility. We conclude that marriage is an observable proxy for pro-social behavioural tendencies that manifest in the form of less CSI. Our findings extend the literature on CEO personal characteristics and corporate outcomes.

Too few or too many? Exploring the Link between gender dissimilarity and employee absenteeism

Despite well-intentioned gender diversity initiatives aimed at addressing gender imbalances by ensuring minimal female representation in predominantly male groups, such tokenism often exacerbates discrimination and social isolation for these women, potentially leading to absenteeism. Research suggests that the benefits of diversity are realized only when the ratio of women to men reaches a critical threshold that allows for genuine integration and participation. However, this threshold remains uncertain. We integrate tokenism theory with social identity and status characteristics theories to investigate the effects of gender ratios within organizational teams on individual absenteeism. Specifically, we theorize a U-shaped relationship between gender dissimilarity and absenteeism for women, but not for men. Study 1, with a one-year cross-lagged design, encompassing 10,332 blue-collar workers in 1064 teams, supports the U-shaped relationship for women, while the relationship for men was non-significant. In Study 2, we use an experimental design with a sample of 370 female blue-collar workers to explore two potential mechanisms that may together explain the U-shaped gender dissimilarity effect for women. We test whether the gender composition of the work group affects both women’s likelihood of reporting unpleasant experiences and the group’s norms regarding absence. We draw theoretical and practical implications from these findings.

Affirmative action and government initiatives to improve gender equality in India: a retrospective view

PurposeThis paper discusses the problems of gender equality in society, the workplace and the household in the specific context of India. It explicates the past and the present gender diversity initiatives by government machinery to bring gender equality through affirmative action.Design/methodology/approachThe design, methodology and approach involve a general review.FindingsDeveloped countries have taken initiatives for gender equality almost in the pre-20th century and were partially successful. Despite gender diversity and affirmative action and legislation, bias still prevails in varied forms. In the case of India, the movement for gender equality started post-independence (1947). Still, there is a high disparity between men and women in society as well as in various occupations, as it is evident through a huge difference in salary, responsibilities, perquisites, recognition and promotions offered to men and women. India needs more transformation in the culture, statutory bodies and the mindset of patriarchal societies, to achieve gender equality. The legislative changes have faced resistance in their implementation due to social, cultural and religious issues, and the expectations and perceptions toward females have not been changed by the patriarchal society.Originality/valueThis paper deciphers the gender equality movement in developing countries like India, and how the planning commission of India focuses on women’s development and government machinery tries to bring down the gender gap through affirmative action. Why, in spite of all these efforts, India is not able to minimize the gender gap and concludes with reasons and implications.

Factors associated with mentoring and supervising US doctoral students with LD and/or ADHD

Purpose The purpose of this study is to explore advisor–advisee relationships from the perspective of doctoral students with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). While some research exists on the importance of doctoral advisor/advisee relationships generally, few studies have focused on advisor support for doctoral students with LD and/or ADHD. Design/methodology/approach In total, 20 doctoral students from various US institutions with an average age of 28 years old participated in this study. In all, 2 participants had a dual diagnosis of LD and ADHD, 3 were diagnosed solely with LD and 15 solely with ADHD; 15 of the participants with ADHD indicated that they take medication. Each graduate student participated in an hour-long semi-structured Zoom interview inquiring about their disability and their relationship with their advisor. Interviews were transcribed and analyzed inductively. Findings The relationship between the participant and their advisor was the key theory. In total, 6 participants disclosed their disability status to their advisor with positive results, 2 had negative outcomes and 12 did not disclose for various reasons. The overarching theme of the study is that advisors are supportive of doctoral students with LD and/or ADHD whether or not they know about the student’s disability. Support was seen in offering flexible and strict deadlines, advocating on the student’s behalf and/or forming personal relationships with students. Research limitations/implications One of the biggest challenges of this study was recruiting participants. Graduate students with LD and ADHD are justifiably afraid of facing discrimination; therefore, it was difficult to identify participants despite having IRB approval and placing a very high value on confidentiality. The sample was consequently limited in size as well as in terms of race and gender diversity and was not representative of students with LD and/or ADHD in higher education. Qualitative research is typically not generalizable and the same was true for this study. This study gives a broader glimpse into the experiences of doctoral students with ADHD than those with LD. Additionally, when one of the researchers began each interview, she revealed that she also has a learning disability. While this may have helped participants feel more comfortable, it also could have influenced their responses. Practical implications This study undertakes a more detailed investigation than previous research on the experiences of individuals with LD and/or ADHD in doctoral programs in the US. The findings provide current data on perceptions of advisor–advisee relationships in the students’ own voices. Social implications Given the emphasis on diversity, equity and inclusion initiatives in US higher education, students with LD and/or ADHD need to be actively engaged in these conversations. With increasing numbers of students with LD and ADHD entering higher education and pursuing graduate degrees, faculty must be prepared to support all their students. By assessing strategies for positive mentor–mentee relationships among doctoral students with LD and/or ADHD, institutions can continue to foster increased diversity, creating doctoral programs and developing future faculty who more accurately represent the world in which we live. Originality/value The population studied doctoral students with LD and/or ADHD in the USA adds to the literature. The findings in terms of disclosure as it relates to advisors also adds to the literature. Doctoral students in the USA are dropping out at high rates making this an area that needs exploration.

Bridging the Past, or Breaking From It? Leader Continuity Rhetoric and Nontarget Employee Diversity Initiative Support

Organizations launch diversity initiatives to promote diversity within their ranks, improve the work experiences of underrepresented groups, and satisfy growing demands for diversity in workplace settings. While typically welcomed by the target group, diversity initiatives can be compromised when employees who are not the initiative’s targets—for example, men in the case of gender diversity initiatives—withhold their support. Particularly organizations that are mostly composed of nontargets may thus struggle with a lack of support for their diversity initiatives. To understand how organizations can successfully implement diversity initiatives while preserving nontarget support, we take an uncertainty management perspective and examine the interactive effects of diversity practice type (identity-conscious vs. identity-blind) and leader continuity rhetoric (high vs. low vision of continuity) on nontarget support. In Study 1, using data from a 2 × 2 between-person field experiment in a firefighter organization, we find that framing the initiative under a vision of high (vs. low) continuity preserves nontargets’ anticipatory distributive justice in the face of identity-conscious (vs. identity-blind) practices and thereby promotes initiative support. Study 2, a vignette experiment, replicates our findings and shows that other justice dimensions above and beyond distributive justice appear secondary in this context. Our work has important implications for managing the initiation phase of diversity initiatives in organizations primarily composed of nontargets in a way that fosters nontargets’ perceived justice and support.

Workplace-Sexual-Harassment Victimization and Employee Wellbeing Among LGBTQ+ and Non-LGBTQ+ Employees.

Workplace sexual harassment represents a critical risk to contemporary organizations, with evidence indicating that its prevalence is increasing. Research has consistently demonstrated that workplace-sexual-harassment victimization exerts negative impacts on employees' health and wellbeing. However, no empirical studies have examined how these impacts vary by lesbian, gay, bisexual, trans, and queer (LGBTQ+) status. In this study, we leverage a unique survey dataset (2022 Australian Workplace Equality Index Employee Survey, n = 44,943) and random-intercept, multilevel regression models to estimate the relationships between workplace-sexual-harassment victimization and employee wellbeing. Expanding on earlier studies, we consider how these relationships vary between LGBTQ+ and other employees, across domains of employee wellbeing, and with the timing of sexual harassment. Our results reveal large, negative, and statistically significant impacts of sexual harassment on employee wellbeing. The impacts are comparatively larger for LGBTQ+ employees and recent harassment experiences, and manifest across all domains of employee wellbeing. These findings underscore the urgent need for holistic programs to combat workplace sexual harassment, and the importance of connecting these programs with diversity and inclusion initiatives.

Fear, hesitation, and resistance: Georgia educators’ responses to divisive concepts legislation

Currently, attacks on CRT and neoliberal legislation work to undermine public education and democracy in the United States. Divisive concepts legislation restricts what teachers say and do, acting as a counterwave to implementation of diversity, equity, and inclusion initiatives. In this article, a collective of educators with diverse identities working in varied contexts engage in collaborative reflection on the impact of HB 1084 (a censorship policy in Georgia), on their educational practices. We generated vignettes and coded them for the degree to which we reacted with fear, hesitation, and/or resistance. Our responses existed within this set of reactions and were influenced by our identities, constraints/affordances of our contexts, and experiences. Our vignettes expose how the legislation subjected us to a surveillance state that sometimes produced fear and hesitation, especially for those in positions related to preservice teaching. However, resistance was also present in response to the legislation in almost every vignette. Implications emerging from this study include the importance of educators engaging student voices as a form of backup and the necessity of coalition building for critical teaching. Findings suggest policies like HB 1084 undermine culturally relevant, antiracist, justice-centered teaching and are fundamentally regressive to improving the public school system.

INCLUSIVE PEDAGOGIES & PRACTICES OF ENGLISH FOR ACADEMIC PURPOSES (EAP) IN HIGHER EDUCATION (HE): A FOCUS GROUP STUDY

This study investigates inclusive pedagogies and practices in English for Academic Purposes (EAP) within higher education (HE), addressing a critical gap in existing literature. Funded by BALEAP, the research employs a qualitative sequential exploratory design, incorporating nominal group technique and focus group discussions to capture diverse stakeholder perspectives. The study identifies key themes across micro, meso, and macro levels, providing comprehensive insights into best practices for fostering inclusive EAP teaching. At the micro level, recommendations include redefining needs analysis, implementing differentiated assignment briefs, challenging linguistic and cultural stereotypes, and promoting reflexivity among educators. Meso-level strategies emphasise decolonizing the curriculum, integrating EAP into disciplinary courses, enhancing collaboration between EAP and subject-specialist tutors, and investing in continuous professional development. At the macro level, the study highlights the necessity of providing additional resources, fostering top-down collaborations, and introducing Equity, Diversity, and Inclusion (EDI) initiatives. The findings underscore the importance of coordinated efforts among educators, institutions, and policymakers to advance inclusive teaching practices in EAP. This research contributes significantly to the discourse on inclusive education by offering actionable recommendations for enhancing the inclusivity of EAP programs in HE, ultimately aiming to create a more equitable and supportive learning environment for diverse student populations. The study's robust methodological approach and diverse participant representation ensure the reliability and relevance of its conclusions, paving the way for future research and policy development in this crucial area of higher education.

Navigating the Impact of Immigration Policies on Universities: A Leadership Model Approach

This study explores the multifaceted challenges universities may face as a result of alterations in immigration policies. Tightened regulations lead to decreases in international student enrollment. By drawing upon various theoretical frameworks, including transformational leadership, change management, and cultural dimensions, this study offers a comprehensive strategy to address the financial, social, and cultural implications of immigration policy shifts. The study examines the impact of policy changes on employees, highlighting potential challenges such as burnout and disengagement. Proactive measures, including flexible work arrangements and mental health support services, are recommended to mitigate these impacts. Financial implications are addressed through developing contingency plans and reassessing financial strategies to maintain operational stability. Furthermore, the study underscores the importance of preserving campus cultural exchange opportunities and diversity initiatives through virtual programs, partnerships, and curriculum integration. Leadership models, particularly transformational leadership, provide a guiding framework for navigating organizational change. The study advocates for clear communication, employee empowerment, and alignment with the institution’s values to foster resilience. Additionally, Kotter’s 8-Step Model of Change Management offers a structured approach to addressing challenges, emphasizing the importance of urgency, vision, and cultural integration. Through proactive measures informed by theoretical insights, universities can navigate the challenges of immigration policy changes while upholding their commitment to diversity, inclusion, and academic excellence. This study contributes valuable insights for higher education institutions grappling with regulatory shifts, offering actionable recommendations for fostering resilience and adaptation in a rapidly changing landscape.

Transforming workplace diversity and HRD: towards a critical HRD framework for radical intentionality

ABSTRACT This article explores the evolution of diversity in HRD and explicates various tools for workplace diversity. Based on the Bierema-Callahan model of critical HRD, the literature review outlines four phases of evolution: organising by diversity management, learning from diversity training and higher education curriculum, changing to social justice and intersectional diversity, and relating through diversity intelligence. Each phase reflects the shifts in conceptualisations of workplace diversity and corresponding HRD actions and responses. The discussion introduces the concept of radical intentionality in HRD, emphasising the need for intentional transformative actions to address lingering systemic issues of workplace discrimination and marginalisation. Furthermore, it proposes a framework illustrating how HRD tools for workplace diversity can be deployed within four areas of HRD engagement to positively impact workplace experiences for diverse employees. Implications for HRD practitioners include informed decision-making in selecting appropriate tools for diversity initiatives and evaluating their effectiveness. Future research opportunities involve identifying new tools and intended impacts, advancing the quest for social justice and workplace inclusion for all.

Diversity Audit at Starbucks: Assessment of Workforce Demography, Inclusion Initiatives, and Corporate Culture

The main goal of this diversity audit is to evaluate Starbucks’ present diversity and inclusion programs for efficacy. This audit evaluates organizational policies, worker satisfaction, workforce inclusionary practices, and the results of diversity programs at two Starbucks locations. The audit uses a mixed-methods approach, combining the analysis of publicly available data and direct observational studies, in South Florida locations, to provide a comprehensive knowledge of Starbucks’ diversity policy. The findings demonstrate a noteworthy level of gender diversity and highlight areas in which minority representation in senior management roles needs to be strengthened. Creating employee resource groups, stepping up diversity training, using targeted recruitment techniques, and conducting frequent diversity audits to guarantee ongoing improvement are just a few of the recommendations. The paper provides actionable insights to help firms like Starbucks maintain a competitive edge in a diversified global market and enhance their inclusivity. The advancement of an inclusive culture that recognizes and benefits from diversity at all organizational levels depends on many measures that are tracked and improved consistently. By implementing practical suggestions, modern organizations can ensure that their diversity initiatives stay relevant and successful, upholding their standing as pioneers in corporate diversity programs. In addition to assisting Starbucks in navigating a challenging international market, a proactive commitment to diversity and inclusion will help create a more just society. In a culturally diverse work environment, a diversity audit is a crucial tool for corporations to assess and improve their workforce equity, accessibility to everyone, and inclusivity. By conducting a thorough review of existing policies, practices, and employee experiences, diversity audits help identify biases, barriers, and areas for growth before any costly lawsuits surface. This process enables companies to pinpoint disparities in hiring, promotion, and retention rates, as well as uncover hidden biases in decision-making processes. With audit findings, corporations can develop targeted strategies to foster a more inclusive culture, enhance employee engagement, and boost innovation. Ultimately, a diversity audit helps organizations ensure fairness, equity, and equal opportunities for all prospects and employees, thereby leading to increased productivity, better brand reputation, and a competitive advantage in both attracting and retaining diverse top talent for the firm.

Diversity, Equity, and Inclusion Initiatives from Providers of Continuing Pharmacy Education

Abstract: Although continuing education (CE) plays an important role in educating health care providers on diversity, equity, and inclusion (DEI), little is known about the DEI initiatives promoted and implemented by providers of CE. Surveys were electronically administered to accredited pharmacy continuing education providers (CEPs) from 2021 to 2023. Survey items were assessed providers' current efforts and best practices for incorporating DEI into organizational culture and educational programming. Frequencies and percentages were calculated for categorical responses, and a general interpretivist approach was used to code open-ended response items and describe themes. Overall, 50 and 33 responses were received in 2021/2022 and 2023, respectively. The most common step taken by programs to advance DEI was to engage pharmacists and/or pharmacy technicians in DEI discussions. Qualitative analysis described categories and themes as follows: best practices (CE programming DEI strategies, organizational DEI strategies), DEI goals (mission statement and DEI strategic plan, developing CE, continuing pharmacy education committee and task force, and faculty development and guidance), and accrediting body support (sharing best practices and training and technical support). Although CEPs described current efforts and best practices related to DEI in CE, organizations involved in CE accreditation can continue to explore ways to support DEI initiatives.