Inclusive Policies Research Articles

A review of multicultural communication dynamics in the U.S.: Highlighting challenges and successful strategies in a diverse society

This study presents a comprehensive analysis of multicultural communication dynamics in the United States, focusing on the challenges and strategies pertinent to diverse societal contexts. The main objectives were to explore theoretical frameworks, historical evolution, and current trends in multicultural communication, alongside identifying key challenges and effective strategies. The methodology encompassed a systematic review of literature, including peer-reviewed journal articles, conference papers, and reports, with a focus on themes of anti-racism, equity, inclusion, and social justice in multicultural communication. Content and thematic analysis was employed to assess publication productivity and identify major themes. Key findings revealed the significance of various theoretical frameworks in understanding multicultural dynamics, with a historical shift from monolithic to inclusive communication approaches. Major challenges identified include language barriers, cultural misunderstandings, and differing communication styles. Effective strategies highlighted include cultural sensitivity training, inclusive policies, and leveraging technology. The study also underscored the role of policy and regulation in shaping multicultural communication practices. The study emphasizes the complexity of multicultural communication in the U.S., suggesting practical recommendations for enhancing communication in diverse environments. These include implementing cultural competency training, adopting inclusive communication policies, and leveraging technology for barrier reduction. Future research directions proposed focus on longitudinal studies of communication strategies, the impact of emerging technologies, and cross-cultural comparative studies. This comprehensive analysis aims to contribute to a more inclusive and understanding society through improved multicultural communication practices.

Effect of Inclusive Education Policies on Students’ Achievement in Inclusive Model Schools: A Case of Nyagatare District

The researcher investigated the effect of inclusive education policies on students’ achievement in inclusive model schools in Nyagatare district, Rwanda. Specifically, this study intended to examine the effectiveness of school training, resources and accessible environment in executing inclusive education policies in inclusive model schools in Nyagatare district, Rwanda, To assess the level of students ‘social integration and students’ achievement in inclusive model schools in Nyagatare district, Rwanda and To determine the influence of inclusive education policies on academic performance among students in inclusive model schools in Nyagatare district, Rwanda. The total population was 979 individuals, with a total sample of 284 respondents from Nyagatare Districts schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods while the findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 61.4% strongly agreed and 25.6% agreed that adaptive teaching and learning resources indicate inclusive education policies, 81.8% strongly agreed and 18.2% agreed that appropriate teaching and learning environments indicate inclusive education policies, 68.2% strongly agreed, and 20.5% agreed that an inclusive education action plan indicates inclusive education policies. Finally, 63.6% strongly agreed and 22.7% agreed that inclusive education monitoring and evaluation indicate inclusive education policies. To the second objective, the study indicates that 56.8% strongly agreed and 25.0% agreed that Enhancing social skills by my students indicates their level of students’ achievement in inclusive model schools , 79.5% strongly agreed and 18.2 % agreed that Improved academic performance of my students indicates their level of students’ achievement in inclusive model schools, 70.5 % strongly agreed and 18.2 % agreed that Reduced stigma and discrimination among my students indicate their level of’ achievement in inclusive model schools, and finally, 61.4 % strongly agreed and 25.0 % agreed that High tests, classwork, and exams the results for my students indicate their level of students’ achievement in inclusive model schools. For the third objective, the correlation matrix between independent variables (adapted teaching and learning resources, appropriate teaching and learning environment, inclusive education action plan, and inclusive education monitoring and evaluation) and dependent variables (Enhanced social skills, improved academic performance, high tests, classwork and exam results, and improved class participation) can show academic performance among students in inclusive model schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommends that Schools should promote inclusive education by developing individualized support systems, investing in teacher training, and creating inclusive curriculums. Fair assessment methods, parental and community involvement, equitable resource allocation, policy implementation, student empowerment, and research promotion are essential for creating effective learning environments.

Exploring the Impact of Makeup on Gendered Ideas of Femininity among Transgender Women in India

Abstract: In the context of India, where gender norms are deeply entrenched in patriarchal structures and the binary understanding of gender, this research investigates the impact of makeup on the gendered ideas of femininity among transgender individuals. Makeup serves as an expression of the self and a means for self-evaluation and self-enhancement. Transgender individuals are judged by society according to cisnormative gender stereotypes that include many components of gender characteristics and traits.1 The focus of this study is the perceptions of beauty, specifically the perceptions of transgender women’s beauty. Gender norms around femininity and masculinity are reflected in the gendered concept of beauty, which frequently determines what is seen as beautiful for each gender. Traditional ideas of femininity, for instance, place a strong emphasis on qualities like grace, gentleness, and nurturing. These characteristics may manifest as desires for physical features such as long hair, radiant complexions, and hourglass bodies. In contrast, characteristics linked to masculinity, such as power, aggression, and dominance, may affect how attractive men are perceived, emphasizing muscularity and angular features. Stereotypes related to physical attractiveness are a presiding element of gender stereotypes, as they are strongly and consistently associated with other components of gender stereotypes.2 While makeup is often associated with femininity, its significance and implications for transgender individuals within the cultural context of India remain understudied. Through qualitative methods such as semi-structured interviews, demographic questionnaires followed by focus groups as well as thematic analysis, along with discrepancy theory and self-image congruity, this study explores how transgender individuals in India navigate femininity through makeup practices, examining their experiences, perceptions, and challenges. Within a culture that enforces criteria on acceptable appearance for women, transgender women (i.e., those who were assigned male at birth and identify as women or feminine) may internalise cultural messages about ideal attractiveness related to traditional feminine gender presentation norms such as thinness and beauty (Serano, 2007). The hypothesis suggests a positive correlation between the use of makeup and perceived femininity. By investigating the experiences and narratives of transgender individuals, this research seeks to provide insights into the impact of such an invention on self-perception. Additionally, the study will investigate potential factors that may influence the relationship between the two, such as socio-cultural norms, and support systems. The findings of this research may contribute to a better understanding of the needs and challenges faced by transgender individuals in India and inform the development of more inclusive cosmetic policies.

PROMOVENDO ACESSO EQUITATIVO À EDUCAÇÃO PARA COMUNIDADES MARGINALIZADAS E GRUPOS VULNERÁVEIS

Equitable access to education is a global challenge that affects many marginalized communities and vulnerable groups, who often face significant barriers. This article explores the main obstacles encountered by these communities, such as economic barriers, structural inequalities, discrimination, and geographic limitations. Economic barriers include the lack of financial resources to cover educational costs, while structural inequalities reflect disparities in access to quality infrastructure and services. Discrimination can manifest in various forms, such as racial, ethnic, or gender bias, and geographic access issues refer to physical distance and inadequate infrastructure in remote areas. To promote truly equitable access, it is crucial to adopt strategies such as implementing inclusive educational policies, offering scholarship programs, and developing diversity-sensitive education. Additionally, community interventions and the use of educational technologies can play vital roles in overcoming these barriers. These strategies aim to ensure that all individuals, regardless of their socioeconomic background, ethnicity, or location, could access quality education. By addressing these challenges collaboratively and implementing effective measures, we can move towards a more just and inclusive society, where education is genuinely accessible to everyone.

Community, Village, Gender, and Social Inclusion: A Literature Review

This article provides a summary of the literature review on the relationship between community, villages, gender, and social inclusion in community development. The researchers investigate how these factors interrelate and influence social inclusion. The article outlines the role of communities and villages in promoting social inclusion and how gender influences these dynamics. The study emphasizes the multifaceted nature of inclusivity in community development, including spatial, social, environmental, economic, and political dimensions. Attention is given to meaningful participation in decision-making processes and proposals for empowering marginalized groups. The research underscores the importance of social inclusion in sustainable urban development, particularly for addressing the needs of disadvantaged groups. It highlights the necessity for more inclusive community development policies and practices that prioritize meaningful participation, social inclusion, and equality.

Inclusive Education in Mauritius and Ontario, Canada: An Exploration of Policies and Practices

In this study, we examine inclusive education policies and practices in Mauritius and Ontario, Canada, through a comparative-case-study framework. We assess how policies are experienced by students with disabilities and consider the roles of various stakeholders in implementing these policies. Our research adopts a phenomenological case-study approach, focusing on the personal experiences of six students with different disabilities, supplemented by insights from four parents through interviews and focus-group discussions. The findings revealed a spectrum of experiences influenced by the presence of supportive environments, the availability of individual education plans, and the need for adapted materials and technology. Despite the commitment to inclusive education in both regions, gaps existed in policy awareness and application, suggesting a need for more informed and consistent practice. This study contributes to understanding the lived realities of students with disabilities and underscores the importance of multi-faceted support systems for effective inclusive education.

Self-Acceptance of Deaf Students in an inclusive environment at SLB Negeri 1 Padang

This study aims to explore the self-acceptance of deaf students in an inclusive environment at SLB Negeri 1 Padang. Using a qualitative approach, the study involves in-depth interviews with students, teachers, and direct observation in the classroom to understand the factors that affect the self-acceptance of deaf students. The results showed that social support from teachers and peers, inclusive teaching methods, and active participation in extracurricular activities contributed significantly to student self-acceptance. However, deaf students still face challenges in communication and social interaction, which affects their confidence and the way they see themselves. This research provides important insights for educators and stakeholders in designing better educational strategies to support the self-acceptance of deaf students in an inclusive environment. Thus, the results of this study are expected to be a reference for a more inclusive and friendly education policy for all students.

디지털 약자 지원 사업 현황과 지원 방안 : 서울시 사례를 중심으로

The purpose of this study is to provide implications for effective interventions of the digital underprivileged in Seoul through the analysis of the current status of the underprivileged in the era of digital transformation. To this end, a survey analysis was conducted on the satisfaction and needs of 244 stakeholders of the non-face-to-face digital support project in Seoul through actual participation, and a survey analysis was conducted on the participation experience of 109 participants in the three pilot operations for the support service developed based on the participation survey analysis content. The results of this study are as follows. First, learners participated to resolve the inconvenience of daily life, and the intention to re-engage and the degree of help in daily life were high. In addition, they preferred 1:1 face-to-face classes, and the elderly were considered as the top priority of the inclusion policy. Second, instructors of the support group everywhere participated in the virtuous cycle of sharing and learning life experiences, and the degree of program necessity and help in daily life was high, and they preferred 1:1 face-to-face classes in the form of special lectures. Third, in terms of the support service advancement program, participants' ability to use, re-engagement intention, and program satisfaction were high in all regions, and there was a difference in preference for device by region. The implications of this study are as follows. First, a digital inclusion integrated model and a digital education support system for the digital weak. Second, a proposal for the establishment of a self-sustaining digital win-win learning system linked to generations.

LGBTQIA+ individuals face significant employment disparities due to discrimination, limited job opportunities, and lack of inclusive policies. To address this, we must create innovative solutions for equal access to employment, supportive workplaces, and career success

This paper explores the challenges faced by LGBT individuals in the workplace, including discrimination from colleagues, superiors, and company policies. Surveys reveal high rates of harassment and mistreatment, despite legal protections. Prestigious companies like Apple and Burger King are leading efforts in promoting LGBT inclusion. The paper advocates for open-minded leadership in creating inclusive, discrimination-free environments, crucial for fostering healthier work cultures. It also proposes innovative solutions for improving equal access to employment, supportive workplaces, and career success for the LGBTQIA+ community, with a focus on India.

Addressing unique challenges and crafting inclusive policies for Queer living with disabilities

Background: This article addresses the intersectional challenges faced by Queer people living with disabilities (QPwD).Objectives: The article aims to highlight the nature and extent of their struggles while proposing inclusive policies for societal integration and equality. Amid global efforts to promote Queer rights, discrimination and violence persist, particularly affecting those with disabilities.Method: Drawing upon a comprehensive review of literature and empirical research, this study investigated the experiences of QPwD, identifying key challenges such as limited access to inclusive services, heightened vulnerability to abuse and systemic unemployment. The methodological approach used in this study involves synthesising existing scholarship and empirical evidence to inform the proposed inclusive policies.Results: The findings reveal pervasive barriers encountered by QPwD, including societal stigma, attitudinal biases and physical obstacles. Discrimination in employment, education and healthcare further exacerbates their marginalisation, necessitating proactive measures to address systemic inequalities and promote social inclusion.Conclusion: In conclusion, this article underscores the urgent need for policy reforms and societal interventions to uphold the rights and dignity of QPwD. By advocating for Queer-inclusive workplace policies, enhancing accessibility in public infrastructure and fostering governmental support for equality initiatives, this study contributes to advancing social justice and inclusivity.Contribution: The article calls for concerted efforts to create a more equitable and inclusive society where all individuals, regardless of their sexual orientation or disability status, can thrive and fulfil their potential.

Leadership for inclusion: Navigating the evolving landscape of the FET sector in Ireland

Abstract The Further Education and Training (FET) sector in Ireland offers a significant level of diversity, in student population, level of study, and form of delivery. As such, inclusive provision is crucial to the sector’s success as a viable learning pathway. Key to this process is the work of leaders, as there is ample evidence of their impact on effective inclusive policy and practice. The vast majority of existing research in this area has focused on primary, post-primary and higher education sectors with an evident lack of such work in FET. This project addresses this gap, illuminating perspectives and practices around leadership for inclusion in Irish FET settings, based on first-hand accounts from senior leaders. Five leaders in a range of FET settings participated in an exploratory qualitative inquiry with two researchers. The findings reveal a common conceptualisation of inclusion as rights-based and far-reaching where leaders are evidently committed to fully including all members of their respective populations. Leaders acknowledge their own role in modelling inclusive practice, but somewhat dichotomously highlight a lack of visibility around inclusive teaching and learning. Finally, they acknowledge that FET’s diminished status in comparison to other sectors has resulted in difficulties around gaining and employing supports for learners, but they also demonstrate a belief that this same status has undergone a sense of renewal in recent times.

Medicalising agents? Teachers' uncertainty and emerging expertise in the age of inclusion policy and medicalisation in Israel.

Attention deficit hyperactivity disorder (ADHD) is a paradigmatic case for childhood medicalisation. Critical studies of medicalisation have pointed to the increasing clinical role of schools, with teachers tending to rely on medical treatment of students with ADHD and are perceived as a primary source of diagnostic information. Based on 27 semi-structured interviews with teachers working in two Israeli elementary and middle schools, this research explored how teachers mediate the medicalisation process and understand their responsibilities in the classroom amidst the emphasis on inclusion in contemporary Israel. We found that teachers offer a wide range of explanations of the disorder and its prevalence, and their attitudes to medication are ambivalent. We argue that teachers develop pedagogical (lay) expertise in the field of ADHD in parallel with and in opposition to medical solutions. Such expertise is based on practical experience and close interaction with students. A top-down ideological imperative of inclusion, combined with uncertainty about ADHD, has generated a bottom-up set of preformative practices of 'containment' of troubled students. Teachers' emerging knowledge and practices raise questions about the relationship between medicalisation, policy, expertise and the pragmatic value of medical categories when applied outside the medical establishment.

POLÍTICAS DE INCLUSÃO EDUCACIONAL NA EDUCAÇÃO SUPERIOR

This article discusses inclusive educational policies for students with disabilities in higher education. In methodological terms, documentary research was carried out on the inclusion of public students of special education (PEE) of the IF Goiano, prepared in the period from 2015 to 2022. The focus was to analyze and understand how access, permanence and support has been given to these students enrolled in undergraduate courses. The data were analyzed from a qualitative perspective, establishing axes of analysis based on the research objectives. The results revealed, among other aspects, that the challenges are numerous, among which we can mention the lack of financial and human investments for the support that part of these students need, the absence of effective teachers to act in the support, the lack of clarity of the pedagogical practices accessible to PEE students. Despite these difficulties, the research revealed that the institutional policies aimed at PEE students at the IF Goiano have been translated following the guidelines of federal policies in the area.

An Analysis on Caste Practices and the Vulnerabilities Faced by Burial Ground Workers in Sivagangai District, Tamil Nadu

Tamil Nadu is a state combined with multi-religious, multi-ethnic and inequality. Formally, Caste is being an indispensable part of cremation process. Whether it is traditional or new techniques it all based on the caste practices followed by each community. The aim of the study is to analysis the caste practices and the vulnerabilities faced by cremation ground workers. It deals with the burying process and preparation of crematorium. The purpose of this analysis is to examine the status and caste differences faced by the crematorium workers in Sivagangai District of Tamil Nadu. The objectives of the Study have discussed to study the discrimination faced by burial ground workers. To analysis the impact of discrimination and the status of crematory workers. To Enact an inclusive policy to build up the marginalized cremation workforce in Sivagangai District of Tamil Nadu. Result of the study implementing the policy measures to create a more inclusive, social and economic equality for the burial ground workers, addressing longstanding gender and caste disparities. These policies aim to create a more inclusive and equitable environment for burial ground workers by addressing gender and caste disparities. Formalizing employment, enacting anti-discrimination laws, and ensuring job security will offer stability and recognition for those in this essential industry, fostering social justice and equality. Findings of the study on Caste intersects with class, gender, and religion, creating complex layers of discrimination that particularly affect burial ground workers, who often face social stigma and marginalization. Predominantly from lower caste, these workers endure systemic discrimination, low wages, job insecurity, and significant occupational hazards, such as exposure to pathogens and harsh working conditions, all while playing a crucial role in public health and the execution of cultural and religious rituals. Living in segregated communities, their families experience social ostracism and limited access to essential services, yet they demonstrate resilience through community solidarity, with local organizations advocating for their rights and improved conditions. Conclusion of the study have the caste system's deep-rooted influence continues to affect Indian society, highlighting the need for ongoing efforts toward social justice. Burial ground workers play a critical, yet often overlooked, role, facing social stigma and poor working conditions. Addressing these challenges requires a multifaceted approach that includes legal, social, and economic interventions. Recognizing their contributions and vulnerabilities has been essential for fostering greater inclusivity and equality in the society. This study emphasizes the importance of acknowledging and supporting these workers to promote social progress.

Investigating the changing land use patterns and their impacts on ecosystem in the Teesta River Basin

This study investigated the changing land use patterns and their impacts on ecosystem in the Teesta River Basin of northwestern Bangladesh. Although anthropocentric land use patterns, including agricultural land use, settlements, built areas, and waterbody loss, have been increasing in the Nilphamari district, by negatively affecting local ecosystems, they have not been identified by prior research. Limitations of contemporary literature motivated me to work on this crucial ground in the Teesta River Basin in Northwestern Bangladesh. This study applied a mixed research approach to identify the study objectives. Firstly, the land use and land cover (LULC) changes which occurred between 2000 and 2020 were detected using satellite imagery and supervised classification method. In addition to the detection of LULC changes, the study explored the people’s perceptions and experiences about the ecosystem changes resulted from the LULC changes over the last 20 years, conducting stakeholders’ consultations and household surveys utilizing a semi-structured questionnaire. The findings indicated that waterbodies in Nilphamari district have significantly decreased from 378 km2 in 2000 to 181 km2 in 2020. In the same way, the vegetation coverage has reduced 187 km2 between the years 2000 and 2020. On the contrary, agricultural lands (croplands) have increased from 595 km2 to 905 km2 and settlements have increased from 81 km2 to 206 km2 between the years 2000 and 2020. From the chi-square test, it was found a significant association between ecosystem change and biodiversity loss. It was further identified that waterbody decreases have significant impacts on aquatic ecosystems. The results of this study also indicated that due to the introduction of foreign tree species, local and native species have been significantly decreasing over the time. This study emphasizes the non-anthropocentric and inclusive land use policy implications for protecting life on land and preserving the aquatic ecosystem in Bangladesh.

Social Economic Barriers to Information Communication Technology (ICT) Access for Persons with Disabilities in Africa: Literature Review

The 2006 United Nations Convention on the Rights of Persons with Disabilities, (PWDs) enacted in May 2008, has been instrumental in championing the rights of people with disabilities. A significant aspect of the Convention is information communication technology (ICT) accessibility. Article 9 specifically calls for signatories to “promote access for persons with disabilities to new ICTs and systems, including the Internet” and to “promote the design, development, production, and supply of available ICTs and systems at a premature stage, so that these technologies and systems become accessible at an affordable price. ICT access is important for social economic incorporation of (PWDs) in Africa, with computer technology and the Internet significantly enhancing their independence. A report from the High-Level Meeting on Disability and Development at the United Nations in September 2013 underscores the importance of ICTs for the inclusion of PWDs. While inaccessible ICT designs can create barriers, innovative technologies offer unprecedented support: text-to-speech technology enables millions to access digital versions of otherwise inaccessible print documents, and new tools like GPS, image recognition, near-field communications, and Internet connectivity provide solutions for independent living. However, several socioeconomic barriers impede access to these technologies, exacerbating existing inequalities and limiting participation in the digital age. This article explores the multifaceted challenges PWDs face in accessing ICT in Africa, emphasizing the intersections of disability with poverty, education, infrastructure, and policy. It investigates the financial constraints that make assistive technologies and Internet services unaffordable, the educational barriers affecting digital literacy among PWDs, and infrastructural challenges such as inadequate ICT facilities and the lack of accessibility features in existing technologies. The article also addresses policy and regulatory gaps that fail to prioritize the needs of PWDs in national ICT strategies. By identifying these barriers, the article advocates for inclusive policies and targeted interventions to enhance ICT accessibility for PWDs in Africa. The discussion is informed by a review of relevant literature and data from various African countries. Ultimately, the article highlights the necessity of implementing policies related to ICT access and a collaborative approach involving governments, the private sector, civil society, and international organizations to bridge the digital divide and promote the social and economic empowerment of PWDs

Reflective Story on Diversity and Inclusive Education

This reflective article explores the current scenario of diversity and inclusion through the narration of a deaf ethnic child. Self-reflection is taken as an instrument for behavioural modification since the author is aware of its significance in education. This study aims to explore the experiences and implementation of inclusive education through the author's personal teaching experiences. The article employs a reflective narration of the author working as a novice teacher in a school exercising to incorporate deaf children into mainstream courses. The emphasis is on Krishna, a Dalit youngster with hearing difficulties, who had challenges in adaptation owing to cultural, social and educational obstacles. The results showed the obstacles encountered by such children who had to face social isolation, communication obstacles and insufficient educator training. The author's intervention in Krishna's metamorphosis underscores the necessity of helpful learning environments. The article links Krishna's experiences to wider socio-economic and cultural challenges, indicating that inclusive education is necessary for structural reforms in teacher training, cultural sensitivity and familial support. The results underscore the necessity of embracing diversity and enacting effective inclusive education policies to cultivate equal learning environments for all children.

Student Resources and Retention Among Transgender and Nonbinary College Students

ABSTRACTTransgender and nonbinary (TNB) college students are more likely to drop out of college than their cisgender peers. While robust previous literature has focused on individually experienced stressors, this paper looks at the structural supports offered by the institution. One hundred and fifty‐four TNB college students were asked about the resources available on their campuses, their sense of safety on campus, and whether they intended to drop out of college. Campus resources and supports were associated with a greater sense of safety, and in turn, less of a desire to drop out of college. Some resources such as a nondiscrimination policy that includes gender identity, LGBTQ+ student organizations, all‐gender bathrooms, an LGBTQ+ resource center, and a policy allowing nonlegal name changes on official documents were more frequently reported by participants as available, while other resources such as gender inclusive housing and appropriate health services were perceived as less available. However, there was wide variability in the availability of resources. The present study suggests that TNB inclusion policies and practices should be of high priority for higher education institutions.

Systematic review in relation to support of diversity in nursing homes.

Given the increasing global population of older adults, it is essential and inevitable that healthcare centers and nursing homes address and accommodate diversity in their support systems as interventions for healthy aging. The active aging and the inclusion of all people regardless of their religion, origin, and/or sexual orientation is essential to create a climate of safety. Discrimination must be addressed from all angles, at the social level, at the business level and by all workers in nursing homes. This study provides a comprehensive review of existing literature to systematize information on diversity among older adults in healthcare centers and nursing homes. Out of 1.458 articles identified, 10 were analyzed in depth, revealing that addressing diversity among older adults is crucial to overall mental and physical healthy aging. The findings underscore the need for a multidisciplinary approach and effective management through the Person-Centered Care Model (PCCM). This study highlights the critical role of the Person-Centered Care Model (PCCM) in addressing diversity in aging needs. It highlights the necessity of tailoring care based on individual life histories and experiences. Additionally, it calls for the implementation of inclusive policies in nursing homes and emphasizes the need for professional training on diversity to ensure these facilities are safe and supportive for all residents.

Brotherhood and unity: ethnic diversity and economic performance in socialist Yugoslavia

AbstractLiterature on economic consequences of ethnic diversity suggests that ethnic diversity impedes economic growth in dictatorships, while inclusive policies may foster economic benefits from diversity. This paper investigates the impact of ethnic diversity on municipal economic growth in socialist Yugoslavia, a distinctive context due to its dictatorial regime’s active promotion of ethnic inclusion. Utilizing novel estimations of economic performance for 498 municipalities across the census years 1961, 1971, and 1981, the analysis based on seemingly unrelated regressions model reveals that higher ethnic diversity, measured through an ethnic fractionalization index is associated with slower economic growth of Yugoslav municipalities. The study is the first quantitative assessment of the economic consequences of ethnic diversity in Yugoslavia and provides nuanced insights into the effectiveness of inclusive policies, suggesting that while such policies may foster economic benefits, they might not fully counteract the economic drawbacks of ethnic diversity under dictatorship and in an economy that is not primarily driven by market forces.