Inclusion Initiatives Research Articles

Implementing measurable goals for diversity, equity, and inclusion in Clinical and Translational Science Awards leadership

Charting a benchmarking strategy is recommended to measure improvements in equal leadership opportunities for minorities and women in the Clinical Translational Science Awards Consortium (CTSAs). Academic institutions that support diversity, equity, and inclusion (DEI) initiatives should demonstrate a willingness to track their progress with established metrics. In the fall of 2020, the CTSAs convened a virtual conference, which started a dialogue on developing measurable objectives to ensure accountability for DEI goals. Using qualitative and quantitative data from breakout sessions, the authors analyze participant responses to the following recommendation, “ develop a common metric and dashboard with regular reporting on diversity in CTSA leadership, with an emphasis on increasing female and Black Indigenous, People Of Color (BIPOC) representation to 30% each,” to understand the impact and challenges associated with implementing metrics within CTSAs. Thematic analysis revealed that white supremacist culture and demographic composition are obstacles to establishing metrics. Participants expressed uncertainty about the perception of token roles. Additionally, participants believed that DEI targets can increase diversity in perspectives and approaches to translational science. Implications for CTSAs include establishing CTSA-wide benchmarks for DEI initiatives, which includes a baseline of the existing DEI climate to assess institutional norms and measurable objectives to track progress.

Excluded from essential internet services: Examining associations between digital exclusion, socio-economic resources and internet resources

In digitized welfare countries, an increasing number of services to fulfill essential needs related to finances, housing, health care, social security, and mobility have been moving from physical to internet services. Scholars, policy makers, and social practitioners are interested in monitoring who cannot use these essential internet services and, therefore, are excluded. Drawing on a media literacy perspective and capability theory, this study applies an alternative way to investigate digital exclusion or the third level of the digital divide. Using a survey administered among a sample of adults (n = 674, 57% female, Mage = 49.93, SDage = 14.44) in the Flemish region of Belgium, this study empirically examined the associations between exclusion from essential internet services, socio-economic resources, and internet resources. Overall, the study found that people living in poverty, without a secondary education, experiencing loneliness, or having a poor health status were three to five times at a greater risk of digital exclusion compared with their counterparts. This association between socio-economic resources and digital exclusion can be partially explained by the individuals’ levels of internet access, skills, and use frequency. In addition, we also found that people with high socio-economic resources can still be digitally excluded, and vice versa, people with low socio-economic resources can be digitally included. Therefore, digital inclusion initiatives should avoid stereotypical targeting and must target all citizens. Furthermore, internet skills and use experience are highly important for preventing digital exclusion, but other social mechanisms that may preclude people from using essential internet services should be explored in the future.

SMART Bangladesh Vision 2041: Concept of a Sustainable Developed Country

A smart country or smart city is one of the key issues all over the world, some countries have projected and some are trying to be smart. In the same way, the present government of Bangladesh wants to develop the country to the stage of a developed and sustainable country through the new concept of 'Smart Bangladesh’ by 2041. The recent development plan is a part of the present Bangladesh government's development agenda widely known as "Smart Bangladesh Vision 2041". This slogan has already attracted a large part of the population (mainly the young citizens) like "Digital Bangladesh". For this reason, the government has taken many inclusive initiatives combining people, government, economy, society and cities. This research paper represents the concepts and key elements or main pillars of "Smart Bangladesh Vision 2041". Besides, it shows various initiatives taken by Bangladesh government for implementing this development plan. It is imperative to have clear, concrete, and conceptual knowledge of Smart Bangladesh for all stakeholders before implementing successfully an inclusive vision.

“Do our diversities count?” Collaborative reflections on dwelling in academe’s intersectional shadowlands

The promotion of equity, diversity and inclusion initiatives has become routine within Anglophone universities in the Global North. However, critical race scholars have demonstrated that these well-intentioned policies are often formulated in ways that transact empty performatives, where discussions of racism are deemed too challenging. Moreover, the dynamics of social class are often missing from university diversity regimes. Using autoethnography as methodology, we suggest that the practices of “border crossings” of intersectional academics can help track the multidirectional impacts of institutional diversity and inclusion discourses within Australian universities. As class and race intermix, we operate in a metaphorical “shadowland”; our border criss-crossings and places of dwelling highlight the blurriness of privileged and marginalised identities, with some minoritised statuses seemingly too visible while others are obscured. Despite this, and albeit brought into being through largely unrewarded emotional labour, our emphasis is on demonstrating how intersectional subjects’ dialoguing in academe is a form of quiet resistance, offering hope for creating new becomings.

Unified Sports, Social Inclusion, and Athlete-Reported Experiences: A Systematic Mixed Studies Review

AbstractInclusive sports have emerged as a potential tool for building social inclusion within diverse populations. The Special Olympics Unified Sports programs are an example of inclusion initiatives specific to students with intellectual disability and sports that can be reevaluated with new understandings of inclusion. This systematic mixed studies review aimed to capture athlete Unified Sports experiences and identify what athletes reported about their participation. The systematic review identified nine original studies conducted by six unrelated research groups. Results across the studies are synthesized and suggestions for future research are presented. Athletes in all nine studies reviewed reported positive experiences with Unified Sports leading to increased social inclusion and/or self-concepts.

Dominant Types of Multiple Intelligences in Oman: Sport Practitioners vs Non-Practitioners

This study examined the underrepresentation of minority fundraisers and diversity related concerns in the NCAA Division-I intercollegiate athletics. In addition, the study sought out the opinions of ten racial or gender minority fundraisers (25% of return rate) about departments’ strategical initiative in expanding donor base and creating giving society through recruitment of diverse fundraising candidates. Each participant (fundraiser) participated in a 45-60 minute phone interview covering one’s background and demographic information, challenges and diversity concerns in the workplace, potential strategies for improving diversity hiring and creation of certain specific giving societies. The results showed that D-I athletics still have room to improve minority hiring. However, factors such as race and gender did not affect these fundraisers’ career advancement much. Participants also expressed that athletic departments need to be intentional with their commitment in diversity and inclusion initiatives. By committing to minority hiring, there could be potential for solving the issue of underrepresentation of marginalized groups in athletic fundraising and diversifying the donor base, thus increasing the overall size of gifts. Keywords: athletic fundraising, collegiate athletics, fundraising officer, philanthropy officer, and athletic donation

Campus climate and sense of belonging: Implications for the mental health outcomes of Asian American graduate students

Objective: The purpose of this study was to test a conceptual framework examining the interrelationships among campus climate, sense of belonging, anxiety, depression, and flourishing using a sample of Asian American graduate students. Methods: Secondary analysis of the Healthy Mind Study data from Fall 2019-Spring 2020 was conducted using a path analysis controlling for gender and perceptions of current financial situation as stressful. Results: Findings indicated that neither campus climate measured as perceptions of the climate for students from diverse backgrounds nor campus climate measured as perceptions of overall campus climate directly affected any of the outcome variables. Moreover, it was found that sense of belonging fully mediated the relationship between each campus climate and outcome variable. Conclusions: Sense of belonging is important to consider when evaluating campus climate and mental health outcomes among student populations. There are implications for college administrators responsible for diversity, equity, and inclusion initiatives and programs.

Navigating digital inclusion and the digital vā among Niue mamatua through the provision of mobile phones during COVID-19.

Technology and digital platforms have become essential for people and communities to interact because of COVID-19. Despite its benefits, digital exclusion disproportionately affects Pacific communities living in New Zealand. This article provides insights into how Niue mamatua (older adults) used their gifted mobile phones and mobile data as part of a COVID-19 digital inclusion initiative. It begins with an overview of the digital inclusion needs of older adults, followed by a description of the digital vā (relational space) and negotiating a new way of maintaining connection in an online world. The tutala (a Niue method of conversation anchored on respect) with 12 mamatua highlighted the benefits, support factors, and challenges of how they were able to use their mobile phone. Importantly, mobile phones provided the necessary access and connectivity to interact in a digitally connected world, namely the digital vā, when in-person connections were disrupted because of COVID-19.

Creating opportunities to engage with prospective historically marginalized trainees with clinical simulation

BackgroundRecruiting a diverse group of medical students, house officers, and faculty in medicine is challenging—particularly for predominantly white, midwest institutions that may not be racially or ethnically diverse. PurposeTo evaluate a novel clinical simulation program, SiMfest, for recruiting house officers from historically marginalized populations to our institution to demonstrate our leadership's commitment to high-quality education and recruitment of these students to enhance diversity in academic medicine. MethodsThe Office for Health Equity and Inclusion, institutional leadership, and clinical department chairs developed a novel and engaging series of clinical simulations, SiMfest, to engage the pipeline of historically marginalized trainees and demonstrate our leadership's commitment to high-quality education. SiMfest is a two-hour simulation session presented annually (2017–2019) by our institution at the Student National Medical Association Annual Medical Education Conference. ResultsOver 800 students participated in SiMfest sessions over three years. Of the 461 participants who completed a survey after participation, 301 identified as female, and 382 indicated a racial category considered as historically marginalized in medicine—91% of whom identified as African American or Black. Thirty percent (n = 125) of respondents identified as pre-medical (e.g., undergraduate, post-baccalaureate) students and 69% (n = 289) identified as current medical students. Over 80% of students would recommend SiMfest to others. Additionally, 73% (n = 87) of pre-medical and 54% (n = 143) of medical students reported exposure to a previously unknown specialty. Thirty-three department representatives reported their SiMfest experience revealed new information about historically marginalized applicants that they may not have engaged with through the traditional application process but would be more likely to engage with in future diversity, equity, and inclusion initiatives. ConclusionSiMfest harnessed our institution's high-quality training, personnel resources, and diversity, equity, and inclusion values to bring historically marginalized students in medicine and department leadership together to learn about one another and offer experiential learning. SiMfest may serve as a model for other institutions to draw on their strengths to develop innovative recruitment programs that promote the education and engagement of undergraduate and medical students from historically marginalized populations while simultaneously promoting diversity, equity, and inclusion culture change.

Reconciling LCME Diversity With Federal Law Mandates for Affirmative Action on the Basis of Disability, Gender, Race/Ethnicity, and Veteran Status.

To the Editor: Meeks and colleagues criticize the Liaison Committee on Medical Education (LCME) for defining diversity “with specific references to many marginalized groups” (e.g., racial, ethnic, socioeconomic), “but not to individuals with disabilities.” 1 Golden and Petty similarly call for the “integration of disability into diversity and inclusion initiatives” 2 and for inclusion of disability into diversity data collection, because measurement is necessary for improvement. The authors would be pleased to learn that academic medical centers (AMCs), as federal contractors, are required “to take affirmative action to employ and advance in employment qualified individuals with disabilities” 3 and to collect disability diversity data under Section 503 of the Rehabilitation Act. 3,4 These and other affirmative action requirements are not currently reflected in the LCME’s diversity standard. The LCME’s diversity standard requires AMCs to engage in “recruitment and retention activities, to achieve mission-appropriate diversity outcomes” for faculty and senior administrative staff, 5 and tells AMCs that they have discretion to choose their own diversity categories “based on the program’s mission, goals, and policies.” 5 In reality, however, AMCs do not have unbridled discretion to choose their own diversity categories for faculty and senior administrative staff recruitment and retention activities. As federal contractors, AMCs are required to engage in employment affirmative action, collect diversity data, and adopt specific numerical placement/hiring goals for persons with disabilities under Section 503 of the Rehabilitation Act; for women, Blacks, Hispanics, Asians/Pacific Islanders, and American Indians/Alaskan Natives under Executive Order 11246; and for veterans under the Vietnam Era Veterans’ Readjustment Assistance Act. 4 Though AMCs may include additional diversity categories, they may not omit these groups from their lists of diversity categories for the purposes of recruitment, retention, and other activities to achieve diversity outcomes for faculty and senior administrative staff. The LCME’s standards and policies, and the diversity data collection activities of the Association of American Medical Colleges and American Medical Association, should be amended accordingly.

Trends and challenges of digital divide and digital inclusion: A bibliometric analysis

Information and Communication Technologies (ICTs) are of great importance in today’s society and have permeated different aspects of human life. In fact, access to them is now considered a fundamental right. There exists, however, a gap between individuals and populations who have access to these technologies and those who do not, which has led to social exclusion. In addition, the COVID-19 pandemic has exacerbated the effects of this disparity. In this regard, digital inclusion, through ICTs, becomes a strategy to close not only technical but also social gaps, thereby bringing well-being to vulnerable groups and favouring compliance with the Sustainable Development Goals (SDGs). Given the importance and topicality of this matter, we conducted a bibliometric analysis, which aims to answer what are the main trends in digital inclusion and digital divide studies and what are the challenges facing digital inclusion initiatives in the social context? For this purpose, we applied a search equation in Scopus and used VOSviewer. With this analysis, we were able to identify the evolution of publications over time and the main authors, countries and topics in the field, and the trends and challenges in digital inclusion initiatives. Finally, we conclude that this study can be used to address other research topics, such as the role of ICTs in the promotion of the SDGs through digital inclusion initiatives, the psychosocial aspects of technology adoption and the need for public policies that serve as a platform for digital and social inclusion.

LGBT + academics’ and PhD students’ experiences of visibility in STEM: more than raising the rainbow flag

The experiences of lesbian, gay, bisexual, and transgender (LGBT +) individuals in Science, Technology, Engineering, and Mathematics (STEM) are still understudied and, despite some improvements, are still characterised by patterns of exclusion, disadvantage, and discrimination. In this article, we explore how visibility is perceived and navigated by LGBT + academics and PhD students in STEM, with a focus on the ways that interlocking systems of oppression impact people and groups who are marginalised and historically excluded. This article draws on a broader research project about the experiences of women and LGBT + people in STEM that was conducted between 2019 and 2020 at a UK university and is framed by intersectionality theory. Based on the thematic analysis of interviews and focus groups with 24 LGBT + participants, findings suggest that visibility is still a risk for LGBT + academics and PhD students in STEM. We found that the labour of navigating visibility was perceived as an unfair disadvantage and that the focus on individuals’ visibility in the absence of meaningful and transformative inclusion initiatives by higher education institutions was regarded as tokenistic. The article argues that addressing LGBT + visibility should firstly be an institutional responsibility and not an individual burden and that this work is essential to set the conditions for personal visibility to happen by choice, safely and without retribution.

Our shared responsibility: the urgent necessity of global environmentally sustainable kidney care

In response to Earth's accelerating climate crisis, we, an international group of nephrologists, call on our global community to unite and align kidney care in accordance with United Nation's 26th Conference of the Parties health sector principles. We announce a global and inclusive initiative, "GREEN-K": Global Environmental Evolution in Nephrology and Kidney Care, with a vision of "sustainable kidney care for a healthy planet and healthy kidneys" and mission to "promote and support environmentally sustainable and resilient kidney care globally through advocacy, education, and collaboration." A patient-centric approach that permits climate change mitigation and adaptation is proposed. Multi-stakeholder GREEN-K action and focus areas will include education, sustainable clinical care, and advances toward environmentally sustainable innovations, procurement, and infrastructure. Mindful of the disproportionately high climate impact of kidney therapies, we welcome the opportunity to work together in shared accountability to patients and Earth's natural systems.

Moderated digital social therapy for young people with emerging mental health problems: A user-centered mixed-method design and usability study.

Over 25% of Dutch young people are psychologically unhealthy. Individual and societal consequences that follow from having mental health complaints at this age are substantial. Young people need care which is often unavailable. ENgage YOung people earlY (ENYOY) is a moderated digital social therapy-platform that aims to help youngsters with emerging mental health complaints. Comprehensive research is being conducted into the effects and to optimize and implement the ENYOY-platform throughout the Netherlands. The aim of this study is to explore the usability and user experience of the ENYOY-platform. A user-centered mixed-method design was chosen. 26 young people aged 16-25 with emerging mental health complaints participated. Semi-structured interviews were conducted to explore usability, user-friendliness, impact, accessibility, inclusivity, and connection (Phase 1). Phase 2 assessed usability problems using the concurrent and retrospective Think Aloud-method. User experience and perceived helpfulness were assessed using a 10-point rating scale and semi-structured interviews (Phase 3). The Health Information Technology Usability Evaluation Scale (Health-ITUES; Phase 1) and System Usability Scale (SUS; Phase 2 and 3) were administered. Qualitative data was analyzed using thematic analysis. Task completion rate and time were tracked and usability problems were categorized using the Nielsen's rating scale (Phase 2). Adequate to high usability was found (Phase 1 Health-ITUES 4.0(0.34); Phase 2 SUS 69,5(13,70); Phase 3 SUS 71,6(5,63)). Findings from Phase 1 (N = 10) indicated that users viewed ENYOY as a user-friendly, safe, accessible, and inclusive initiative which helped them reduce their mental health complaints and improve quality of life. Phase 2 (N = 10) uncovered 18 usability problems of which 5 of major severity (e.g. troubles accessing the platform). Findings from Phase 3 (N = 6) suggested that users perceived the coaching calls the most helpful [9(0.71)] followed by the therapy content [6.25(1.41)]. Users liked the social networking aspect but rated it least helpful [6(2.1)] due to inactivity. The ENYOY-platform has been found to have adequate to high usability and positive user experiences were reported. All findings will be transferred to the developmental team to improve the platform. Other evaluation methods and paring these with quantitative outcomes could provide additional insight in future research.

Cultivating inclusivity: A comprehensive study of diversity, inclusion initiatives and employee satisfaction

Cultivating inclusivity: A comprehensive study of diversity, inclusion initiatives and employee satisfaction

Gaining Insight into Member Demographics and Perceptions of Diversity, Equity, and Inclusion Initiatives in a Professional Organization (AAACN)

Gaining Insight into Member Demographics and Perceptions of Diversity, Equity, and Inclusion Initiatives in a Professional Organization (AAACN)

The seven myths of global talent management: A reflection

The author reflects on the seven key myths of global talent management (GTM) identified and discussed by Minbaeva and Collings (2013), which form the main data complemented by a review of related literature. The aim is to offer critiques and alternative viewpoints toward minimizing the influence of the myths on GTM. Employing the constructive alternativism analytical tool, the myths were revisited towards minimizing the negative impacts of TM in multinational corporations. The study has succeeded in improving the talent definitions, added to the limited academic research on the concept, and minimized their potential of weakening GTM. The study raises the issue of diversity and inclusion in talent management, another myth, which was overlooked by the authors. The study contributes fresh literature to the current state of (G)TM and, also, offers practical implications that TM should not be considered as a fully-developed and universally accepted concept but should be approached on a firm- or industry-specific basis according to corporate talent needs and resources. It is suggested that further investigations should be conducted into the fit between the select-few concept and the diversity and inclusion initiative in (G)TM.

9. Equity, Diversity, and Inclusion Initiatives Regarding Sexual Orientation and Gender Identity at Canada's McGill University

9. Equity, Diversity, and Inclusion Initiatives Regarding Sexual Orientation and Gender Identity at Canada's McGill University

Challenging the Positionality of Western Mainstream English Through the Implementation of Communication Action Statements

Communication is the most powerful tool we have to challenge the plague of invisibility impacting our Indigenous communities. As we continue to challenge the diversity, equity, and inclusion initiatives touted by our institutions, we need to move beyond mission statements to motion, i.e., action required for meaningful transformation to take place (Qassataq, Iñupiaq, 2022). To call attention to and name the silencing of language and knowledge systems outside of western mainstream english (WME), the present paper proposes the concept of Communication Action Statements (CAS). Based on place and space, CASs recognize, label, and affirm the negative effects of WME, as well as call attention to the silencing associated with the reinforcement of WME as the ideal form of communication. Moreover, CASs normalize other knowledge systems outside of the rigid western model that defines higher education. In conjunction with CASs, to initiate motion, we provide four strategies to take action to move beyond acknowledgment and challenge the Communication discipline to continue working to decenter whiteness.

Exploring Determinants of Financial Inclusion in Nigeria: A Literature Review through the Lens of the Theory of Planned Behavior

This paper investigates the complexities of financial inclusion in Nigeria, exploring the factors that shape its landscape. Amidst Nigeria's evolving socio-economic context, financial inclusion, characterized by access to formal financial services, plays an essential role in poverty reduction and economic growth. The study adopted a content analysis method using empirically verified literature. The study uncover the core determinants of financial inclusion within Nigeria through the lens of the Theory of Planned Behavior (TPB). By inspecting the attitudes, subjective norms, and perceived behavioral control of individuals, it aims to shed light on the complex dimensions of financial inclusion in Africa's largest economy. This research contributes to the field of financial inclusion by offering a comprehensive analysis grounded in a well-established theoretical framework and provides actionable policy recommendations inform of promoting positive attitude towards financial literacy, and harnessing social influence through community engagement, to advance financial inclusion initiatives.