Visibility Of Diversity Research Articles

The (in)visibility of diversity on streaming platforms in France and Norway: A quantitative and qualitative visual analysis of thumbnails

In the film and television industry, many social movements as #MeToo, #BuryYourGay or #BlackLivesMatter have highlighted the necessity of better representations of marginalised communities on and off screen. As diversity and inclusion have become major issues in contemporary societies, video-on-demand (VOD) platforms have publicly committed to diversify representation in the films and series they produce and distribute. This article investigates how streaming platforms with different commercial or public interests and in different national contexts understand and promote diversity and inclusion through the analysis of paratext. Focussing on the visual analysis of thumbnails, we compare the French and Norwegian national public platforms (France TV and NRK TV) with the most popular commercial national platforms in each country (Canal + Series in France and Viaplay in Norway). The visibility and invisibility of gender, race, sexuality and (dis)ability on TV series’ thumbnails reveal certain national and platforms’ social, cultural and political values. By using mixed quantitative and qualitative methods including interviews conducted with industry professionals, we aim to highlight the impact of streaming platforms’ promotional practices on the (in)visibility of diversity.

The (In)Visibility of Diversity in Alternative Organizations

AbstractReflecting current debates on ‘organizational virtues’ as going beyond the capitalocentrist bias of contemporary economies and to see diversity as ‘ethical responsibility,’ this article explores ‘ethical organizing’ at the intersection of alternative organizations and diversity. Our interest in a diversity-oriented analysis of alternative organizations stems from the assumption that those which question taken-for-granted notions of existing economies and follow alternative values of autonomy, solidarity, and responsibility might also be likely to challenge existing diversity relations and, thus, potentially open up new avenues for ethical organizing. Discussing our findings in terms of Lewis and Simpson’s (in)visibility vortex, our study shows that even though organizations position themselves discursively as ‘alternative,’ this positioning is not related to diversity issues. We conclude that a shift is needed to fully constitute ethical organizing, namely the establishment of a strong connection between alternative organizations’ virtues with, e.g., the feminist, anti-racist, queer, and disability rights movements.

Analyzing the Current State and Visibility of Diversity, Equity, and Inclusion Initiatives at Urology Residency Programs

ObjectiveTo analyze AUA urology residency program websites to determine visibility of DEI initiatives. There is growing interest in diversity, equity, and inclusion (DEI) initiatives by urology applicants, and in recent years, urology programs have invested in efforts to promote DEI. MethodsAll ACGME-accredited urology residency program with a website were assessed. Military programs were excluded. A DEI Score Card was developed using published pillars of DEI, including five domains: departmental inclusion, pipeline growth, departmental education, community engagement, and faculty demographics. Program Doximity rank, address, and surrounding demographics were collected to determine predictors of investing in DEI. Results141 urology residency websites were included for analysis. Only 40.7% of programs referenced DEI on their webpage, and 21.4% offered funded mentorship opportunities. Department education and community engagement were the least popular initiatives. The Western, Northeastern, and North Central sections had the highest DEI total score with wide variation across domains. Mention of DEI was not associated with program’s county-level social vulnerability or percent minority but was associated with being a top 50 program (OR=4.0; 95% CI 1.8, 8.9; p=0.0007). DiscussionLess than half of academic urology programs' websites referenced DEI initiatives. Using a DEI score card, our study shows that investment in diversity, equity, and inclusion varies widely by AUA section, and greater investment is positively correlated with program rank. Our DEI score card serves as a tool that programs can use to assess their current DEI investment, identify areas for improvement, and ensure existing initiatives are visible to applicants.

Finnish comprehensive school principals’ descriptions of diversity in their school communities

ABSTRACT Changes in Finnish society have been rapid – from national homogeneity and unity to greater diversity. Traditionally, schools have represented an institution that has had an important role in maintaining national objectives. In this article, we examine how Finnish comprehensive school principals describe their understanding of diversity in their school communities. Supporting diversity in schools is part of the pursuit of equality, equity, and justice in school and society. Principals’ ways of conceptualizing diversity are crucial as they have a significant impact on school improvement, and school organization has a positive effect on teaching and learning. In qualitative analysis, the principals’ descriptions and reflections on diversity in their school communities formed a total of four thematic categories: Categorizations of diversity, Principal’s work, Visibility of diversity, and Attitudes and concerns. Finnish principals most often related diversity to visible and practical features. Their attitudes were mainly positive but reflected a somewhat shallow understanding of the concept.

Starting grassroots initiatives to foster equity, diversity, and inclusivity in the Chemistry Department at the University of Alberta

The University of Alberta Working for Inclusivity in Chemistry (UAWIC) group was formed in 2017 to increase equity, diversity, and inclusion in the Department of Chemistry. With the goals of fostering a community amongst department members and retaining a diverse graduate student population, UAWIC has created initiatives addressing equity, diversity and inclusivity, professional development, and promoted visibility of diversity within the department. Training students how to overcome systemic barriers and providing platforms to share experiences will help aspiring chemists prepare for future career paths and develop a network of mentors and colleagues.

Pedagogies of Inclusive Transition to School

TEACHERS IN INCLUSIVE EARLY education classrooms face competing pressures that are highlighted as children transition from play-based settings into formal school. Their challenge is to engage in pedagogical practice that caters for the complex range of school entrants. Yet the existing literature reports on transition challenges for separate groups of children rather than on shared needs or processes within diverse class populations. This study addressed this gap by investigating practices that supported transition in three Australian sites in which the populations represented different types of pedagogic challenge. Four themes regarding inclusion and transition were identified from a synthesis of the literature and applied to three cases. Results indicated that teachers adopted a range of approaches framed by the visibility of diversity, by classroom and school context and by the teachers' professional transition in enacting changing policies. The results suggest that competing demands are balanced through dynamic, contextually framed strategies of relevance to both ECEC and schools.