Diversity Mainstreaming Research Articles

Classic, Segmented-, or Neo-Assimilation, Which Theory to Use? A Scientific-Method Investigation

Classic, segmented, and neo-assimilation theories delineate immigrants’ assimilation trajectories. Classic assimilation, since the early twentieth century, treats newcomers’ and established groups’ interactions as leading to ethnoracial pluralism within one culture. Segmented-assimilation, since the 1990s, examines non-European immigrants’ experiences, and considers how factors such as ethnic capital, immigration policies, and racial discrimination cause assimilation into upper, middle, and underclasses. Neo-assimilation, since the early 2000s, posits that assimilation compels upward mobility into a diverse mainstream. While the progenitors of each theory have pointed out the other's deficiencies, in this paper we simultaneously compare the three theories in light of the scientific method's criteria of deductive-inductive hypothesizing and falsification. We find that classic theory follows the scientific method and is falsifiable. In comparison, we find that because segmented- and neo-assimilation each depart from the scientific method in three ways they are not readily testable or falsifiable. We discuss the implications for migration and assimilation research.

Development of a Virtual Platform to Combat Global Inequity in Oncological Education

At the onset of the pandemic, conventional medical education was disrupted, forcing an unprecedented exploration of virtual learning. Social media and online lectures continue to provide promising platforms that enhance learning, address inequities, and reach a wider global audience. MedNews Week is an online medical platform aimed at combating medical misinformation, especially within oncology, by sharing the latest developments in the field from primary sources through its programming. This platform features weekly keynote conferences featuring internationally renowned oncologists before a diverse mainstream global audience who provide the latest updates in hematology oncology, including malignant hematology, rare hematological malignancies and the impact of COVID-19 on patients with blood cancers. This platform is unique because it utilizes social media to bring these prominent global luminaries to worldwide audiences. Here we report the uptake and impact of this new virtual emerging platform. During the past 6 months, MedNews Week invited over 22 distinguished oncologists as Keynote Speakers. They all possessed high academic achievements in oncology research (as evidenced by their citation history and h-index), and thus are considered global leaders in the field. All members of MedNews Week promoted each Keynote lecture for a week across Twitter, Instagram, and LinkedIn social media platforms. All events were streamed online across these social media platforms, Clubhouse and YouTube. For this study, lecture topics were divided into 5 groups: Biomarkers & immuno-oncology, rare heme malignancies, cancer & COVID-19, myeloproliferative disease, and microbiome & immunotherapies. To assess the sustainability of this platform, the number of attendees was assessed based on this classification and between topics of rare-hematological and non-rare hematological malignancies. From January to June 2022, the total number of attendees was 72,136, and the overall number of attendees per lecture has been steadily increasing. All of the keynote speakers had achieved outstanding academic achievements in oncology. The mean (SD) of the number of citations of all speakers was 22351.86 (26723.39). MedNews Week Twitter promotions generated over 95,375 impressions with a mean (SD) of 4335.409 (3006.866). It was also observed that the number of tweet impressions per speaker had increased over the past 6 months. The number of attendees has consistently been between 2,000 to 4,000 across all Keynote Lecture topics. The most attendees were present for myeloproliferative disease lectures (Figure 1a). However, there has not been a decline in the number of attendees for Keynote lectures when comparing rare with non-rare hematological malignancies (Figure 1b). In conclusion, results show that MedNews Week has developed a baseline audience and this platform has maintained steady and continued growth. Although the pandemic has further widened inequities, including in education, MedNews Week's platform has strived to narrow this gap, especially in developing and lower socioeconomic regions, by connecting global leaders in the field to mainstream audiences consisting of patients and patient advocates. Thus, this platform represents a promising approach to impact global education in hematology oncology. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

From Isolation to Inclusion: How the Charter Changed our Perceptions of Being and Belonging

The Canadian Charter of Rights and Freedoms is an indispensable catalyst in shaping Canadian identity, forming a rich and diverse mainstream that integrates and intermingles many streams of human experience. The idea of Canada and what it means to be Canadian is dynamic and evolving, empowered by a Charter that arguably for the first time recognized and affirmed Indigenous peoples as the founding nations of Canada, and nurtured a sense of inclusion that promoted unity in diversity. Just as emergence from the Covid-19 pandemic has been a journey from isolation to inclusion, so has the forging of Canadian identity since the adoption of the Constitution Act, 1982. Drawing from stories shared in a circle aux batons-rampus, and from observations from a four-decade career as a public intellectual, I argue that Canadians’ evolving sense of being and belonging, brought into even sharper relief by the Covid-19 pandemic, is shaped by a Charter which embraced both individual and collective rights.

Rethinking Women Experiences in Water and Sanitation Projects in Tongogara Refugee Camp, Zimbabwe

Inspite of the significant progress registered in positioning gender equality issues more centrally within programming, debates about gender mainstreaming perseveres. This paper focuses on refugee women's experiences in water, sanitation and hygiene (WASH) projects in Tongogara Refugee Camp (TRC) in Zimbabwe. The study posits that the age, gender and diversity mainstreaming (AGDM) policy in WASH projects at TRC meant to empower women, is regarded by the male counterparts as a threat to their authority and power. Guided by a feminist political ecology (FPE) theoretical framework, this qualitative research utilised a case study method with sixty-eight interviews, five indepth interviews and eight focus group discussions (FGD) to gather data. The findings show that the imposition of a top-down approach to the implementation of the AGDM policy guidelines on the refugee community has resulted in the increase of domestic violence, sexual and gender based based violence (SGBV), divisions in families as well as resentment of the AGDM policy by some men for promoting gender equality. The research concluded that the implementation of the AGDM in WASH activities is an imposition from above without input from the refugee population, particularly the refugee population.

How can Gender Smart Mobility become a More Intersectional form of Mobility Justice

This paper discusses ethical issues relating to equity in smart mobility (SM) with a focus on the intersections of gender, race and class. The H2020 TInnGO (Transport and Innovation Gender Observatory) project, in which this work was undertaken, was built around the concept that Gender Smart Mobility (GSM) requires not just the development of smart mobility but the application of gender and diversity mainstreaming.
 The paper is set against a background of slow but steady progress towards gender equality in transport, where women in the EU now account for between 22-27% of the transport workforce, and their multimodal journeys are underserved by current transport provision. Gender and diversity mainstreaming recognises the importance of applying intersectionality in creating fair and equitable transport services which can reduce the vulnerability of certain groups to social-exclusion related transport poverty. Although championed by the EU as an objective of transport policy, Gender Mainstreaming (GM) has had limited uptake at national level and has been criticised for its oversimplification of gender, and prioritisation of gender over other factors.
 Incorporating intersectionality into transport policy can build on advances already made by GM However little work has been conducted in this area. Therefore, we have discussed how an intersectionality-based policy analysis framework used in health can be applied to this area.
 The paper argues for wider use of intersectionality (i.e., gender and diversity mainstreaming) in the SM sector and how it can be operationalised to create more equitable transport and societies. The discussion is timely given the disproportionate impact of COVID-19.

Intersectionality in Gender Mainstreaming:Equity Organizing in Turkey

ABSTRACTHistorically, Turkey is home to multiple identities and cultures. In following with the critiques of Diversity Mainstreaming approach toward Gender Mainstreaming, this article argues that recognition of identities can be possible if an intersectional approach is adopted. To overcome the particular challenges of Gender Mainstreaming’s implementation in Turkey’s multicultural society, this article introduces a concept that supplements Gender Mainstreaming, called Equity Organizing, which further develops the views on intersectionality and equity that Diversity Mainstreaming proposes. It is different from Diversity Mainstreaming because it seeks to address the challenges to democracy in strong central and authoritarian leaning states. Equity Organizing is committed to the construction of progressive state policies for social justice through the realization of diverse identities.

Mainstreaming in response to superdiversity? The governance of migration-related diversity in France, the UK and the Netherlands

This article examines mainstreaming as a governance strategy in immigrant integration governance. Diversity mainstreaming involves a whole society approach for raising awareness about migrationrelated diversity, mobilising a network of actors to embed diversity across policy areas. Bringing together the literature on superdiversity, policy targeting and governance mainstreaming this article examines empirically whether, and if so, why, and how, mainstreaming is applied as a governance strategy in France, the Netherlands and the UK. Based on a qualitative policy analysis covering the period 2000–14, we find mainstreaming ‘incomplete’ and driven by political and economic motives rather than considerations of superdiversity.

Gender en diversiteit in het geneeskundeonderwijs

Abstract Addressing biological sex and sociocultural gender differences in health and illness is essential to deliver high quality of care to both men and women. Sex and gender issues should therefore be structurally integrated in medical education. An often-used strategy to implement these issues is gender mainstreaming, which aims to reduce gender bias and change existing practices by involving regular actors in education. While gender mainstreaming projects have been carried out throughout medical schools in the Netherlands, and despite reports of success, evaluations also demonstrate gender mainstreaming’s limitations. We therefore critically analysed the projects using Squires’ three gender mainstreaming strategies: inclusion, reversal, or displacement. We conclude that the projects mainly applied inclusion and reversal, and hardly used displacement, suggesting that structural change has not been fostered. Increasing implementation efforts at a management level, an additional focus on other aspects of diversity (diversity mainstreaming), and establishing larger coalitions may offer new opportunities for change in medical education.

Interaction for transfer: flexible approaches to multilingualism and their pedagogical implications for classroom interaction in linguistically diverse mainstream classrooms

ABSTRACTThis study focuses on how teachers construe and give meaning to a pedagogical experiment in which the use of the home language in a primary school in Flanders was permitted in order to acknowledge the urban multilingual realities and resources of the pupils and to turn them into didactic capital (functional multilingual learning, FML). Using ethnographic interviews, teachers were asked to comment on recorded classroom activities in which FML played a role. Results showed that teachers created space for FML by facilitating and stimulating peer interaction, but tended to leave the interaction in the hands of the pupils. Teachers viewed individual learning outcomes as more important than collectively organized interactional efforts. Individual pupil characteristics occurred as a starting point to manage and organize classroom activities.

La gestión del cuidado: una función social y legal de la enfermería chilena

Introducción: El objetivo de este ensayo es reflexionar acerca del concepto de gestión en enfermería con el fin de visibilizar a países latinoamericanos que han incorporado la gestión del cuidado a sus normativas, en específico la experiencia chilena y los aspectos legales que rigen la gestión del cuidado.Desarrollo: Para conseguir dicho objetivo, se efectuó una revisión bibliográfica en diversas revistas de corriente principal, textos y leyes relacionadas con el gerenciamiento y la gestión del cuidado. Inicialmente, se analizó el concepto de gestión con la intención de comprender por qué la enfermería lo integra dentro de sus ámbitos de desempeño; luego, se buscó visibilizar cómo algunos países de Latinoamérica han incorporado, dentro de sus marcos legales, la gestión del cuidado a la profesión de enfermería, por último, se analiza la experiencia de la enfermería chilena al respecto.Conclusión: Como consideraciones finales se obtiene que la gestión del cuidado es parte de la función social de las enfermeras/os; por tanto, desempeñar el trabajo diario incorporando lo gerencial, otorgará competencias gestoras y facilitará el cuidado autónomo para tales profesionales.

The End of the Road

Over the last decade, the subject of dementia has been explored across a range of generically and thematically diverse mainstream English language films. That filmmakers have been prepared to engage with such challenging subject matter is arguably at least in part a reflection of the rise in global diagnosis rates and the growing public awareness around dementia. Several films have touched briefly on the subject through the development of minor characters or plotlines including Hanging Up (Keaton, 2000), It Runs in the Family (Schepisi, 2003), The Good Life (Berra, 2007), and Win Win (McCarthy, 2011). Some of these present perfunctory, illinformed, or unhelpfully nihilistic representations of the disease; some conflate all forms of dementia with Alzheimer’s or oversimplify symptoms and treatment. Others, including Friends with Benefits (Gluck, 2011) and The Descendants (Payne, 2011), offer a necessarily succinct but surprisingly sensitive treatment of dementia-related issues in a few short but compelling scenes. In both films, young men react to older characters with dementia in unconventional but not unsympathetic ways, prompting other characters and viewers alike to question their own responses. Films that have dealt more substantially with dementia over the last decade fall predominantly into the categories of drama (The Notebook [Cassavetes, 2004], Aurora Borealis [Burke, 2005], and The Savages [Jenkins, 2007]) and comedy (the unsettlingly dark Happy Tears [Lichtenstein, 2009] and the equally discomfiting Barney’s Version [Lewis, 2010]). However, rather than constituting the primary focus, the person with dementia and its ramifications functions as a catalyst in these films, triggering events and consequences for other characters. Youthful romance underpins The Notebook and Aurora Borealis, whereas the onset of dementia in a parent casts dysfunctional sibling relationships into high relief in The Savages and Happy Tears. Unlike all these films, within the burgeoning subgenre of dementia-related scenarios, there are several prominent examples where the character with dementia is situated firmly in centre stage. Iris (Eyre, 2001) and Away From Her (Polley, 2006) deal thoughtfully with a charismatic central female character, and the physical, emotional, and psychological complexities that accompany the progression of her dementia symptoms. In Richard Eyre’s biopic of the novelist and philosopher Iris Murdoch, the dual narrative structure contrasts her life as an iconoclastic young woman with her latter years, prior to and following her Alzheimer’s diagnosis. Given her verbal acuity and fierce commitment to “the life of the mind,” the film’s emotional pull lies in the particularly cruel irony of Murdoch’s intellectual decline. Writer/director Sarah Polley’s assured and visually striking debut feature Away From Her details one woman’s struggle to come to terms with her dementia diagnosis. Following admission to residential care, the woman’s growing emotional attachment to a fellow resident and rapid cognitive deterioration thereafter provokes longstanding tensions in the marriage that her husband spends most of the latter half of the film attempting to reconcile. Both films adopt a nonlinear narrative approach, with constant, almost willful temporal shifts suggestive of memory itself, in all its inherent fluidity and selectivity. And while dealing in considerable, and occasionally confronting, detail with some of the realities of advanced dementia, the constraints of a feature length film result in the disease trajectory being unrealistically condensed. Equally

Gender mainstreaming in the United Kingdom: Current issues and future challenges

Gender mainstreaming (GM) has been hailed as a ‘potentially revolutionary concept’ a significant policy innovation, and even a paradigm shift for thinking about gender equality in policymaking processes (Rees). Despite the rhetoric about GM, there are growing concerns about its ability to realize its perceived potential. Increasingly calls are being made to evaluate GM to better understand the complexity of factors inhibiting or leading to its promotion and operationalization. In some jurisdictions, the need to move from GM to equality or diversity mainstreaming has been recognized and alternative frameworks to GM are in their nascent stages of conceptualization and implementation. The purpose of this article is to examine GM in the UK context, especially in light of recent developments in equality law and policy. In so doing, the article will present data from 30 qualitative interviews conducted between 2007 and 2008 with feminist academics, representatives from women's/equality-seeking organizations and policy decision-makers across the United Kingdom, including the devolved states. Together with textual analyses of key government documents and reports, the article seeks to illuminate some of the current tensions between gender and diversity within equality policy and to consider what their implications may be for the future of GM.

Casi Nomás Me Dicen Qué Escribir/They Almost Just Tell Me What to Write: A Longitudinal Analysis of Teacher-Student Interactions in a Linguistically Diverse Mainstream Secondary Classroom

To explore the challenges that can arise in teacher-student interactions in linguistically diverse mainstream classrooms, this case study analyzes the ways in which a native Spanish speaker of high-beginning English proficiency and his teacher negotiated an extended writing task in a tenth-grade mainstream humanities course. An “interactional histories” analysis, which offers a contiguous (Maxwell & Miller, 2008) and multimodal analysis of classroom discourse and texts at multiple steps throughout the writing process, is used to demonstrate the pedagogical and conversational moves through which the teacher adapts the academic task and the teacher and student co-construct this assistance. This study illustrates the ways in which opportunities for language minority students' literacy development are locally created through teacher-student interaction but are reflective of linguistic, cultural, and institutional concerns related to the academic performance and achievement of language minority students in schools.

Beyond Multiple Inequalities: Transversal Intersectionality, Diversity Mainstreaming and Participative Democracy

This article suggests that greater recognition of intersectional discrimination, understood as qualitatively distinct from the sum of its discriminatory parts, requires the adoption of a transversal rather than an additive approach to intersectionality and of mainstreaming tools in addition to anti-discrimination measures alone. In addition, it suggests that a participative-democratic form of mainstreaming offers the best resources for realising this transversal approach in practice.

Refugee Women: Twenty Years On

Twenty years ago, refugee women were seldom consulted and their specific needs rarely identified or taken into account. Considerable progress has been made in the interim, although policy developments have far outstripped progress in practice. Over the past twenty years reproductive health services have become part of key global standards and increasingly practice, refugee women are usually individually registered, they generally receive the food rations, and innumerable programmes have been designed and implemented to empower and protect them. Gender-based violence has gone from an invisible issue to multi-faceted prevention and response initiatives. Policy development includes the High Commissioner’s Five Commitments to Refugee Women, the rollout of UNHCR’s age, gender and diversity mainstreaming initiative, the Executive Committee Conclusion on Women at Risk and the recent UNHCR Handbook on the Protection of Women and Girls. As the humanitarian community has broadened its depth of understanding and learning, new needs and issues have arisen. Issues currently on the international agenda to further protection refugee women include: how to effectively engage men, how to operationalize the prevention of genderbased violence; how to tackle the availability of safe access to cooking fuel in humanitarian settings; and how to effectively and safely economically empower refugee women. This paper will provide a brief overview of progress over the past twenty years and outline current issues that require further attention.

What pedagogical approaches can effectively include children with special educational needs in mainstream classrooms? A systematic literature review

This article reports on a three‐year systematic literature review funded by the UK Training and Development Agency for Schools. In order to begin to answer the question posed by the title of this article, the researchers systematically reviewed the literature with reported outcomes for the academic and social inclusion of pupils with special educational needs. This review process led to a focus upon peer‐group interactions, the nature of teacher and pupil interactions and whole‐class, subject‐based pedagogies. This series of reviews highlights that within the complexities of a diverse mainstream classroom teachers' effectiveness is strongly influenced by their recognition of their responsibility for all learners and the centrality of social interaction to learning, as well as having a shared understanding of characteristics, skills and knowledge associated with a subject. It is also strongly influenced by a facility to plan for and to encourage participation in a communal learning experience through flexible groupings and roles, offering diverse opportunities to engage with concepts and practices using activities the learner finds meaningful. Effective practices are not about the teacher alone, but are rooted in the community of learners – including other practitioners – with whom they work.

Gender Mainstreaming or Diversity Mainstreaming? The Politics of “Doing”

Amongst recent debates about whether it is preferable to campaign for gender mainstreaming or diversity mainstreaming this paper makes the case that both proposals involve fields of contestation. Either reform, it argues, could be taken in anti‐progressive directions. Hence, we redirect attention to the processes and practices that give an initiative content and shape, which we call the politics of “doing”. The argument here is that the actual “doings” involved in producing reform initiatives are key sites for social change. Hence, in order to produce reforms responsive to the needs and wishes of diverse groups of women, attention ought to be directed to ways of making those “doings” inclusive and democratic. Specifically we highlight the importance of privileging the views of marginalized women in any such policy deliberations and respecting their perspectives on the usefulness of appeals to identity. We introduce the concepts of “coalitions of engagement” and “deep listening” to generate discussion around these contentious issues.

Gender Mainstreaming versus Diversity Mainstreaming: Methodology as Emancipatory Politics

This article examines the question of whether and how the intersectional oppression of sexism and racism can be challenged by government policy. It draws on a case study of an Indigenous policy strategy in Australia to argue that, in contrast to concerns expressed by feminist policymakers, gender equality is not inevitably neglected when the target for remedial action is institutional racism. Our study suggests that successful action on Indigenous emancipation necessarily mobilizes a methodology for moving past one‐dimensional category distinctions. Therefore, focusing on the task of translating declared policy goals into action can provide a way out of the impasse over whether ‘diversity’ or ‘gender’ is the better vehicle for mainstreaming equity policy. To develop its case, the article draws conclusions about the politics of methodology from gender mainstreaming debates, intersectionality theory and institutional ethnography, then uses our conclusions to analyze the political and methodological effectiveness of the Indigenous policy strategy.

Understanding the Experiences and Needs of Mainstream Teachers of ESL Students: Reflections from a Secondary Social Studies Teacher

This case study addressed issues of ESL mainstreaming by examining a teacher's experiences and needs in teaching a social studies class where ESL students were mainstreamed. Extended observations, semistructured interviews, and documentary analysis served to unravel classroom dynamics, showing that the teacher modified various aspects of teaching to accommodate the needs of ESL students, which facilitated their access to the content, but at the same time created problems that had not been examined or predicted by past research. This study exposes the dilemma of providing comprehensible instruction to ESL students and highlights the role of differentiated instruction in diverse mainstream classrooms and the place of students' first languages in learning academic content.

Gender vs. Diversity Mainstreaming: A Preliminary Examination of the Role and Transformative Potential of Feminist Theory

Abstract.This paper considers why gender mainstreaming (GM), a strategy that many have claimed holds promise for transforming public policy and working towards social justice, is inherently limited and flawed. The paper begins with a brief overview of GM, specifically focusing on the Canadian context, and highlights current discussions in the literature regarding issues of implementation and best practices. It then moves on to reveal that a critical but overlooked dimension of GM is its theoretical foundation. In contextualizing GM within a contemporary feminist theory framework, the paper seeks to illuminate the problematic relationship that currently exists between GM and feminist theory and, moreover, demonstrates why the theoretical premises of GM need significant reworking. The argument put forward is that if insights of recent feminist theorizing are taken seriously, it becomes clear that GM should be replaced by an alternative and broader strategy of diversity mainstreaming. Through the use of practical examples, the paper illustrates how diversity mainstreaming is able to better capture, articulate and make visible the relationship between simultaneously interlocking forms of oppressions that include but are not limited to gender.Résumé.Cet article étudie pourquoi l'intégration d'une perspective de genre (IPG), une stratégie dans laquelle beaucoup ont vu la promesse d'une transformation de la politique publique et d'un progrès vers la justice sociale, est en soi limitée et défectueuse. L'article débute par un bref exposé sur l'IPG, s'intéressant principalement au contexte canadien, et il met en évidence les discussions actuelles dans la littérature au sujet de problèmes de mise en oeuvre et de pratiques exemplaires. Il révèle ensuite qu'une dimension critique mais négligée de l'IPG est son fondement théorique. En contextualisant l'IPG dans un cadre de théorie féministe contemporaine, l'article cherche à éclairer la relation problématique qui existe actuellement entre l'IPG et la théorie féministe et, de surcroît, démontre pourquoi les prémisses théoriques de l'IPG nécessitent une révision significative. L'argument avancé est que, si l'on prend au sérieux les conclusions des théories féministes récentes, il semble évident que l'IPG devrait être remplacée par une stratégie plus vaste d'intégration d'une perspective de diversité. S'appuyant sur des exemples pratiques, l'article montre que l'intégration d'une perspective de diversité réussit à mieux capturer, mettre en rapport et rendre visible la relation entre des formes d'oppression qui s'entrecroisent simultanément et qui incluent mais ne se limitent pas au genre.