Sense Of Inclusion Research Articles

Diversity Climate Perceptions and Turnover Intentions

The present research aims to examine the sequential mediating effect of inclusion and job satisfaction in the relationship between diversity climate and employee turnover intentions. Data has been collected from 302 full-time employees working in the Indian IT industry using a self-administered questionnaire. Current research work tests the hypothesized connection using the structural equation modeling (SEM) approach. Further, the proposed indirect effect was determined using the PROCESS program. Study results revealed that employee sense of inclusion and job satisfaction sequentially mediates the relationship between diversity climate and turnover intentions. Taking into consideration the practical implications of the research, the present study stresses the importance of enforcing inclusive HR policies for the establishment of a positive climate for diversity. The present study adds up to the literature database by assessing the fundamental mechanism that clarifies the relationship between diversity climate and turnover intentions.

Contributive Justice: An Invisible Barrier to Workplace Inclusion

Characterized as an employee's ability to fully and meaningfully contribute to work units or organizations (Mor Barak & Cherin, 1998), inclusion incorporates opportunities to significantly influence positive change in core work processes and to have that influence valued by others. Despite an increasing emphasis on inclusion as a strategy for valuing and integrating diversity into the formal and informal structures of organizations, research highlights variability in employee experiences of inclusion across social groups. Because socio-structural features of organizations influence the nature and extent of employees’ opportunities to contribute to organizations, we speculate that current understandings of inclusion may confound what people do contribute with what they are able to contribute. To better understand differences in people's capacities for contribution as a hidden inequality, we introduce the concept of contributive justice within organizational contexts and advance a model for exploring its meaning, operation, and import. We propose meaningful work and instrumental voice as antecedents and offer a framework for exploring their interactive effects on perceptions of contributive justice. Further, we consider the impact of this type of justice on individual outcomes, particularly employees’ sense of inclusion. We also situate contributive justice within the established nomological network of organizational justice, yet distinguish it as a separate construct with unique explanatory power. We conclude by putting forth research and practice agendas to advance our understanding of role of contributive justice in dismantling structures of inequality and creating more inclusive work environments.

Promoting workplace inclusion and self-efficacy among skilled migrant workers in Australia

PurposeAlthough skilled migrants have a high capacity for integration, many report experiences of exclusion which impacts their ability to contribute fully to the host country. This experience of exclusion, which can diminish their self-efficacy at work, is especially acute for skilled migrants from non-English speaking backgrounds when functioning in a new or exclusionary environment. In this paper, we explore the relationship between workplace inclusion and self-efficacy and identify factors that contribute to perceived inclusion for skilled migrant workers.Design/methodology/approachParticipants were recruited through social network groups representing migrant workers via LinkedIn. Through snowball sampling, participants were asked to recommend recent (3–5 years) skilled migrants to participate. A total of 210 skilled migrant workers to Australia completed the survey. Structural equation modelling (SEM) is used to test our model on the relationship between inclusion and self-efficacy.FindingsMigrants' perceptions of inclusion at work are related to their self-efficacy at work. We also find that some dimensions of inclusion are more important than others in enhancing self-efficacy for skilled migrants. Meaningful exchanges with supervisors, a sense of belonging at work and workgroup cohesion (being accepted by co-workers) are more important than senior management support or getting involved in organizational social activities as determinants of perceived inclusion.Social implicationsAlthough skilled migrants are often assumed to be a self-select group of highly motivated, high achieving workers, many experience poor adjustment and feel excluded after arriving in the host country. Public policies have limited effects in promoting inclusion of skilled migrant workers in organizations. These policies may be supplemented with an inclusive organizational climate to improve migrant worker success. Organizations and employers are thus critical partners in fostering migrant workers' sense of inclusion and supporting the career outcomes of skilled migrant workers in the host country.Originality/valueThis study supports the link between perceived inclusion and self-efficacy among skilled migrant workers. It also sharpens the evidence of organizational-level factors that contribute to perceived inclusion for migrant workers.

The Lived Experiences of Teachers with Visual Impairments in the Inclusion of Students with Visual Impairments: A Phenomenological Study

This study aims to reveal the lived experiences of teachers with visual impairments (VI) in the inclusion of students with VI. In this phenomenological study, data were collected from 8 teachers with VI through semi-structured interviews and analyzed by content analysis using a qualitative software program named MAXQDA20. The six themes identified from the content analysis were underlying issues in inclusion, personal guidance of teachers on students with VI, critical evaluation of inclusion, from diagnosis to the IEP implementation, the appropriate model of education for students with VI, and teachers' sense of inclusion. The findings revealed that teachers with VI contributed to the inclusion of students with VI. Furthermore, they emphasized system-related issues preventing inclusive practices and made critical evaluations concerning practices in inclusive settings. Based on the findings, inclusive classrooms and resource rooms should be equipped with educational tools (i.e., the braille alphabet, assistive technologies, tactile graphs and maps), teaching staff and their training should be enhanced, and school buildings should be designed as physically accessible and supervised by special education teachers who have expertise in VI or experience in working with students with VI.

Virtual Transformations in Human Learning Environment: An Extended Reality Approach

Today, learning environments (LEs) are proceeding towards virtual environments (VEs) in which a sense of reality can be presented in three dimensions (3D) and a sense of inclusion can be experienced. A virtual learning environment (VLE) can be presented in a more realistic and visual manner with the use of innovative technologies such as virtual reality (VR), mixed reality (MR), and augmented reality(AR). This paper examines how extended reality (XR) approaches and its applications are transforming virtual learning environments in the context of human education and learning. A systematic literature review from the Scopus, Web of Science, IEEE, ACM and Google Scholar databases was conducted in order to better understand XR's contributions to human education as well as learning.The potential uses of XR technology have been discussed in terms of its structure, past, present, and future directions of XR concerning education.The research conducted in this context has determined that XR is mostly being used in fields of education, learninig and simulating an emergency situation. XR technology can be applied to solve problems without causing harm to people or property, particularly in emergency scenarios and safety training. Finally, this study offer several novel approaches for addressing these challenges, as well as potential directions for future researchers seeking to specialize in using these emerging technologies for human education.

Inclusion and Belonging in Higher Education: A Scoping Study of Contexts, Barriers, and Facilitators

A sense of inclusion and belonging are critical for students’ learning and personal development in higher education institutions. Learners who identify as non-majority identities (racial/ethnic minority, LGTBQ+, disability, and first generation) are at greater risk of feeling isolated and unwelcome. Lack of belonging and inclusion among individuals from marginalized identity groups is a contributor to increased stress as a chronic response to racism, stigmatization, discrimination, and exclusion. Conversely, a sense of inclusion and belonging contributes to better academic outcomes and enhanced physical and mental health. A systematic search of the literature initially yielded 2,914 articles with 68 eventually included for full-text analysis. Basic content analysis resulted in multiple categories including institutional context, barriers to inclusion and belonging, and facilitators of inclusion and belonging. The most commonly evoked institutional contexts were faculty and peer interaction; policies, procedures, and infrastructure; and classroom or clinical instruction. Barriers to inclusion and belonging included social exclusion, lack of accessibility, and microaggressions or other instances of discrimination and bias. Facilitators of inclusion and belonging included receptivity, availability of support services, accessible spaces, and inclusive policies and procedures. Lack of discussion regarding specifics of curriculum, instruction, and assessment indicate the need for future research to outline inclusive teaching best practices.

Diversity, Equity and Inclusion Champion for Perioperative Services: A New Role

<h3>Background Information</h3> It is well-established that better inclusion and diversity practices in healthcare are needed to improve equity. Perioperative Services at the University of Rochester is a large department encompassing inpatient and outpatients surgeries across multiple facilities. Diversity, Equity, and Inclusion (DEI) Champions exist at the unit level, and through the creation of a departmental Champion have expanded initiatives. <h3>Objectives of Project</h3> Create a departmental level Diversity, Equity, and Inclusion Nurse Champion across Perioperative Services in order to support unit champions, expand initiatives, and lead to improved, measurable outcomes. <h3>Process of Implementation</h3> Create a Nurse Champion for Perioperative Services dedicated to DEI. 1.Conduct a staff needs assessment survey to determine perception of inclusion and clinical preparedness in DEI topics, provide targeted education, and identify opportunities for professional growth. 2.Offer interactive workshops to improve content knowledge, clinical practice, and inter-professional communication. 3.Assess changes in professional practice after workshop participation. 4.Expand DEI nurse champions across Perioperative Services. <h3>Statement of Successful Practice</h3> A role was created within Perioperative Services to support Diversity, Equity, and Inclusion initiatives at the departmental level. A departmental needs assessment survey was conducted which identified greatest areas for professional development. Through this, we began town hall presentations on DEI topics, i.e. intersectionality and fostered a partnership with the University's Office of DEI to offer theater-based workshops on implicit bias, privilege, and micro-aggressions. We provided trainings on best practices with transgender patients. We measured clinical and professional improvements using participant surveys. We developed a cadre of DEI nurses from different units within Perioperative Services. <h3>Implications for Advancing the Practice of Perianesthesia Nursing</h3> Creating a centralized RN role for Diversity, Equity, and Inclusion across Perioperative Services leads to support for unit champions, more educational opportunities, and measureable outcomes in staff clinical preparedness, professional development, and sense of inclusion. These will contribute to overall improvement of staff resilience and patient outcomes in future studies.

School Belongingness in Academically At-Risk Adolescents: Addressing Psychosocial Functioning and Psychological Well-Being

The fundamental psychological need for belongingness in the school setting is a crucial determinant of students’ school-based and overall functioning in life. This study aims to examine the effects of school belongingness on resilience (academic resilience and buoyancy), social support, psychological well-being, and distress in academically at-risk adolescents. The study participants comprised 257 academically at-risk adolescents attending a public secondary and high school in a city in Turkey. Students were 42% (n = 109) female and 58% (n = 148), ranging in age between 11 and 18 years (M = 13.825, SD = 1.673). Results revealed that a school-based sense of inclusion was significantly and positively related to academic resilience, academic buoyancy, social functioning, and psychological well-being, but negatively to psychological and emotional distress. These findings highlighted the crucial role of school belonging for academically high-risk adolescent groups' mental health and wellbeing. All findings were discussed under the related literature and suggestions were made for future research and practices.

An Emerging Framework of Inclusion

The article outlines a grounded framework for considering and working towards inclusion in ecclesial contexts in and beyond South Africa. This framework is based on stories gathered through a qualitative study among non-ordained women in two parishes of the Anglican Church in Southern Africa in the Diocese of Johannesburg. Five elements of inclusion that make up the framework emerged in the analysis of the data: acceptance, community, choice, voice and support. As these elements are discussed, using an intersectional lens, attention is drawn to factors that strengthen or weaken the sense of inclusion in this particular context. The use of this lens further highlights the need to read the framework in context, focusing on factors that are important to the people themselves, but also those factors that for some reason are not engaged by the community in question.

Diversity, equity and inclusion: a survey of pediatric radiology fellowship graduates from 1996 to 2020.

Understanding the sociodemographic diversity and the experiences of trainees is imperative for developing an inclusive pediatric radiology workforce and improving patient outcomes. To describe the sociodemographics of a pediatric radiology fellowship program over 25 years and examine potential associations with (a) a trainee's sense of inclusion and belonging during training and (b) graduates' ultimate choice/type of practice, progression to positions of leadership and mentorship of others. We designed and administered an online survey of sociodemographic diversity to graduates of one of the largest pediatric radiology fellowship programs in North America who graduated over the last 25 years. Respondents answered questions regarding (a) racial/ethnic identity, gender identity, sexual orientation, disability and other sociodemographics; (b) their sense of inclusion and belonging during fellowship training; and (c) their current type of practice, leadership and mentorship of others. Univariate analysis of variance (ANOVA) tests determined whether sociodemographic background was associated with inclusion/belonging during training, and with current type of radiology practice, leadership and mentorship. We assessed associations with covariates of interest and current leadership and mentorship roles using chi-square or Fisher exact tests. A heat map assessed individual and overall Likert scores across covariates. Seventy-six graduates completed the survey (46% response rate). Three percent of respondents identified as Black/African American, 7% as Latino/a/x, 45% as female, 4% as LGBTQ (lesbian, gay, bisexual, transgender, queer/questioning) and 5% as living with a disability at the time of fellowship. Graduates of international medical schools (P = 0.09) and osteopathic medical (DO) schools (P = 0.09), first-generation college graduates (P = 0.023), those with a first language other than English (P = 0.02) and U.S. military veterans (P = 0.048) reported significantly lower feelings of inclusion and belonging during training. Gender identity and sexual orientation did not correlate with feelings of exclusion or inequity.Graduates between 1996 and 2010 were significantly morelikely to have filled a leadership rolethan those graduating after 2011 (P = 0.004) and were also significantly more likely to have mentored individuals underrepresented in medicine/pediatric radiology than those who graduated after 2011 (P = 0.04). None of theother sociodemographic variables demonstrated an associationwith leadership or mentorship, although 92.3%of those with a first language other than English served as amentor compared to 68.2% of native English speakers (P = 0.097). Efforts to promote a more diverse and inclusive workforce in pediatric radiology should be directed toward increasing numbers of fellows who are underrepresented in medicine (Black/African American, Hispanic/Latino/a/x) and providing a more inclusive training environment for first-generation college graduates, graduates of international and DO medical schools, fellows whose first language is not English, and veterans of the U.S. Armed Forces.

The Relevance of Sports to Preventing and Countering Youth Radicalisation and Violent Extremism in Nigeria’s Northeast

Abstract The Nigerian government has relied on a kinetic approach to counter the threat of Boko Haram extremism, registering very little appreciable successes. This has underscored the need for use of soft approaches such as sports as a tool for preventing and countering violent extremism (P/CVE) in Nigeria’s northeast. This article examines two cases of community-based interventions involving sports in Borno and Adamawa states to highlight the potential relevance of sporting activities to P/CVE in Nigeria. Drawing from the initiatives, the article demonstrates that sporting activities have proven useful in promoting peacebuilding, community reconciliation, social cohesion and a sense of inclusivity and belonging among marginalised groups. It concludes that the mainstreaming of youth-focused sports-based initiatives into community development through a multi-stakeholder approach will contribute to fostering peace, social cohesion and community resilience. This, in turn, will help diminish the conditions that are conducive to youth vulnerability to recruitment and radicalisation by Violent Extremist Organisations (VEOS).

Inclusive or exclusive? Investigating how retail technology can reduce old consumers’ barriers to shopping

This paper investigates older consumers in-store shopping experiences and the barriers that they face. The aim is to understand how new retail technologies (e.g., interactive in-store displays, self-service tills, robots etc.) can help seniors access satisfying, autonomous retail experiences, helping them to achieve a sense of inclusion in physical retail settings. Drawing upon the social inclusion/exclusion theory and information overload theory, the research employs a qualitative approach based on an inductive design, including face-to-face semi structured interviews with 36 consumers aged 75+. The findings highlight (i) old consumers have scarce interactions with in-store technologies (adding knowledge to motivations literature), (ii) the need to develop new technologies to support these consumers, and (iii) the extent to which these technologies are excluding rather than including old consumers (adding knowledge to the drivers of the field of exclusion). Results provide guidelines for retailers to enhance the sense of inclusion for old consumers through a better usage of new technologies.

Jesus’ Spirituality of [Af]filiation in the Fourth Gospel

The spirituality of Jesus, embedded within the literary contours of the Johannine narrative, is primarily grounded in a relationship of affiliation and friendship. It is a spirituality of abiding whose origins and goal lie in the unity of heart and mind that the Johannine Jesus as Son shares with the Father. This core relationship connotes not only the love that binds Jesus to God but is also the basis of the motif of sending and the divine authority over life and death which Jesus possesses in this Gospel. Jesus’ spirituality is grounded in the abiding presence of the Spirit-Paraclete whom he bequeaths to the disciples. In handing over the Spirit to the gathered community through his death and resurrection, Jesus donates his own spirituality, ultimately drawing all creation into the divine circle of love. This spirituality is the result of the Spirit’s presence, restoring human beings to their original, created identity as children and friends of God and empowering them for mission. While the dominant imagery is masculine there are also feminine images, particularly that of divine Wisdom, which provide a counterbalance and create an inclusive sense of appropriation and welcome.

Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course.

As cornerstones of biomedical engineering and bioengineering undergraduate programs, hands-on laboratory experiences promote key skill development and student engagement. Lab courses often involve team-based activities and close communication with instructors, allowing students to build connection and community. Necessitated by the pandemic, changes to class delivery format presented unprecedented challenges to student inclusion and engagement, especially for students from underrepresented minority backgrounds. Here, we present a multi-faceted approach for fostering inclusion and community-building in a hybrid bioengineering laboratory course. A basis for this project was an approach for team-based project work which allowed students to have hands-on experience in the lab and collaborate extensively with peers, while abiding by social distancing guidelines. Members of each student team worked together remotely and synchronously on a project. One team member executed the hands-on portion of each lab activity and the remote student(s) engaged in the project via online communication. The hybrid lab course was supplemented with interventions to further promote inclusivity and community, including instructor modeling on inclusion, team-based course content, attention to lab session logistics, and instructor communication. Students responded positively, as indicated by the median ratings in course evaluations for the four lab sections in the following categories concerning course climate (using a 5.0 scale): their overall comfort with the climate of the course (4.8 to 5.0), feeling valued and respected by lab instructor (4.8 to 5.0) and their peers (4.8 to 5.0), peers helping each other succeed in the course (4.5 to 5.0), and the degree to which the experience in the course contributed to their sense of belonging in engineering (4.2 to 5.0). When asked to describe aspects of the class that contributed to inclusivity towards differences, students cited a collaborative environment, course content on implicit bias and inclusivity, and an approachable teaching team. Overall, our approach was effective in fostering a sense of community and inclusion. We anticipate many of these initiatives can transcend instructional format to positively impact future lab course offerings, irrespective of modality.Supplementary InformationThe online version contains supplementary material available at 10.1007/s43683-022-00081-4.

‘Or both’: A note on the alleged exclusivity of disjunction in English

Abstract I make a point concerning the construction ‘A or B or both’ in English, to the effect that if the connective ‘or’ is understood exclusively across the board then this familiar construction cannot convey the intended inclusive sense of disjunction. If we take ‘or’ inclusively, ‘A or B or both’ has the function of emphasizing that the disjunction is inclusive; taking ‘or’ exclusively, it does nothing.

Implementation and sustainability of safe consumption sites: a qualitative systematic review and thematic synthesis

BackgroundSafe consumption sites (SCSs) serve diverse populations of people who use drugs (PWUD) and public health objectives. SCS implementation began in the 1980s, and today, there are at least 200 known SCSs operating in over twelve countries. While a growing literature supports their effectiveness as a harm reduction strategy, there is limited information on contextual factors that may support or hinder SCS implementation and sustainability. We aimed to fill this gap in knowledge by reviewing existing qualitative studies on SCSs.MethodsWe conducted a systematic review and thematic synthesis of qualitative studies. We identified all peer-reviewed, English-language qualitative studies on SCSs containing original data in PubMed, Web of Science, Google Scholar, and Science Direct as of September 23, 2019. Two authors independently screened, abstracted, and coded content relating to SCS implementation and sustainment aligned with the Exploration, Preparation, Implementation, Sustainment (EPIS) implementation science framework.ResultsAfter removing duplicates, we identified 765 unique records, of which ten qualitative studies met inclusion criteria for our synthesis. Across these ten studies, 236 total interviews were conducted. Overall, studies described how SCSs can (1) keep drug use out of public view while fostering a sense of inclusion for participants, (2) support sustainment by enhancing external communities’ acceptability of SCSs, and (3) encourage PWUD utilization. Most studies also described how involving PWUD and peer workers (i.e., those with lived experience) in SCS operation supported implementation and sustainability.DiscussionOur thematic synthesis of qualitative literature identified engagement of PWUD and additional factors that appear to support SCS planning and operations and are critical to implementation success. However, the existing qualitative literature largely lacked perspectives of SCS staff and other community members who might be able to provide additional insight into factors influencing the implementation and sustainability of this promising public health intervention.

Singing and Social Identity in Young Children.

A range of studies suggest that singing activities with young children can have a beneficial impact on other aspects of their development. However, there is little research examining the relationship between young children's singing and their developing social identity. In the current study, data were captured of young children's singing and social identity as part of a larger-scale, longitudinal evaluation of the nationwide Sing Up programme in England. Participants were 720 children aged 5-8 years old. The assessment of young children's singing ability employed an established measure and was undertaken individually. With adult support, the children were also asked to complete a simple questionnaire that focused on selected aspects of their social identity, both in general terms and also related to singing. Key themes embraced their attitudes to singing (at home, in school and in informal settings), singer identity (emotional engagement with singing and self-concept), and perceptions of self (self-efficacy, self-esteem, social integration). Comparative data were collected from young children of a similar age outside the programme. Findings suggested that the programme had a positive impact on children's singing ability, both overall and including the youngest children. The data analyses suggest that children could be identified as either “pupils with positive singing identity” or “pupils with less positive, or still developing singing identity.” Overall, pupils with a more positive singer identity—irrespective of Sing Up-related experience—tended to report more positive attitudes toward singing at school and other settings, had higher perceived levels of self-esteem and social integration, as well as more positive evaluations of their singing ability. Furthermore, the research suggests that successful participation in high-quality singing activities is likely to have a positive impact on young children's singing ability and, by implication, such positive singing development will also be associated with aspects of self that are related to contexualised singer identity and their sense of social inclusion.

The Cahn--Hilliard Equation with Forward-Backward Dynamic Boundary Condition via Vanishing Viscosity

An asymptotic analysis for a system with equation and dynamic boundary condition of Cahn-Hilliard type is carried out as the coefficient of the surface diffusion acting on the phase variable tends to 0, thus obtaining a forward-backward dynamic boundary condition at the limit. This is done in a very general setting, with nonlinear terms admitting maximal monotone graphs both in the bulk and on the boundary. The two graphs are related by a growth condition, with the boundary graph that dominates the other one. It turns out that in the limiting procedure the solution of the problem looses some regularity and the limit equation has to be properly interpreted in the sense of a subdifferential inclusion. However, the limit problem is still well-posed since a continuous dependence estimate can be proved. Moreover, in the case when the two graphs exhibit the same growth, it is shown that the solution enjoys more regularity and the boundary condition holds almost everywhere. An error estimate can also be shown, for a suitable order of the diffusion parameter.

Developing a pastoral response to the complexities and challenges faced by disadvantaged students in the digital classroom

Abstract Online education was the exception rather than the norm of the English school system prior to March 2020. The COVID-19 pandemic resulted in two periods of government-directed school closure from March to July 2020 and again from January to March 2021. These closures necessitated a transformation to online education almost overnight. Although much of the work set for students was a transfer of tasks appropriate for a physical classroom uploaded onto digital platforms, some adjustments had to be made to ensure it remained appropriate and effective. As time went on and colleagues developed their techno-pedagogical maturity, so too did the interactive nature of lessons improve. Yet, these elements were enhanced on a broader scale not merely by colleagues’ successful adaptation to the digital classroom, but also by their development of pastoral approaches to teaching beyond the physical classroom. Teachers who invested pastorally in their digital communities created, fostered and were able to shape the culture of online education more purposefully and effectively for their students, increased a sense of inclusion, and thus better provided for equity amongst their student bodies, aiming to limit and narrow the academic and pastoral gap between students from low socio-economic backgrounds and their peers.

From Radio Guarachita toEl Tieto eShow: Bachata’s Imagined Communities

AbstractBachata has used mass media throughout its history to foster a sense of inclusion and community among fans, from Radio Guarachita in the 1960s to livestreaming on social media in the twenty-first century. This article considers how the Dominican Facebook Live program,El Tieto eShow, continues bachata’s intimate relationship with mass media through the creation and development of a virtual imagined community of bachata enthusiasts around the globe. The article explores how the cultural roots of the imagined community—the decline of sacred languages and societal high centers and the acceptance of calendrical over sacred time—contribute to this sense of group amongEl Tieto eShow’s worldwide audience. It also considers the importance of this type of virtual fan community in propagating a sense of proximity to each other and musicians.