Relevant bibliographies by topics / Diversity experiences

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Diversity experiences'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Diversity experiences"

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Martin, Michael. "The Diversity of Experiences." Philosophy and Phenomenological Research 100, no. 3 (2020): 728–37. http://dx.doi.org/10.1111/phpr.12687.

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Renaud, Michelle T. "Diversity in Mothering Experiences." Journal of Obstetric, Gynecologic & Neonatal Nursing 36, no. 2 (2007): 174. http://dx.doi.org/10.1111/j.1552-6909.2007.00133.x.

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Vighnarajah, S., and Lim Shing Yu Jolene. "Assessment of Diversity Through Student Isolation." International Journal of Teacher Education and Professional Development 1, no. 2 (2018): 1–13. http://dx.doi.org/10.4018/ijtepd.2018070101.

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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.
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Yakushiji, Fumika, and Atsushi Nakayama. "Diversity-oriented Symposium: Diversity Experiences through Study Abroad." YAKUGAKU ZASSHI 140, no. 1 (2020): 23–24. http://dx.doi.org/10.1248/yakushi.19-00186-f.

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Asquith, Nicole L., Tania Ferfolia, Brooke Brady, and Benjamin Hanckel. "Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education." International Review of Victimology 25, no. 3 (2018): 320–40. http://dx.doi.org/10.1177/0269758018799032.

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Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.
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Fife, Kirsty, and Hannah Henthorn. "Brick Walls and Tick Boxes." International Journal of Information, Diversity, & Inclusion (IJIDI) 5, no. 1 (2021): 6–32. http://dx.doi.org/10.33137/ijidi.v5i1.34667.

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Archives Unlocked, the U.K. National Archives’ strategic vision for the archive sector, identifies the need for diversity to be embedded in all parts of the archives sector. As workers, we need to ensure that “the rich diversity of society is reflected in our archives’ collections, users and workers” (The National Archives, 2017, p.13). Despite strategic aims and investment in specific schemes (delivered by The National Archives, Creative Skillset, and the Heritage Lottery Fund) which seek to diversify the sector, there are still structural barriers which prevent the workforce from diversifying and realising these ambitions.
 In 2017, the authors of this paper began collaborating on a grassroots project to explore the experiences of archive workers from marginalised backgrounds. The project collected anonymous survey data from 97 people which explored experiences of work and qualification. As two archive workers who have experience of accessing the archive sector workforce via diversity bursaries and scholarship, we wanted our research to articulate a common set of frustrations that are often shared but rarely documented or consulted when developing diversity and inclusion strategies and schemes. By utilising lived experiences as our main research data in this paper, we re-centre discussions about diversity and inclusion around the lived experience of those currently on the margins of the archive workforce.
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Shukla, Dhirendra Mani, and Amita Mital. "Effect of firm’s diverse experiences on its alliance portfolio diversity: Evidence from India." Journal of Management & Organization 24, no. 5 (2016): 748–72. http://dx.doi.org/10.1017/jmo.2016.26.

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AbstractThis study examines the effect of diverse experiences on a firm’s alliance portfolio diversity (APD). Drawing on the organizational learning perspective, it argues that a firm’s learning from diverse experiences enables it to reap the benefits and mitigate the risks of high level of APD. Thus, an experienced firm may choose to form or maintain relationships with diverse partners to get the intended benefits of APD. In particular, the study hypothesizes that a focal firm’s product and international diversification experience, alliance experience, and alliance experience heterogeneity are positively associated with its APD. A longitudinal investigation of 90 Indian firms, for the period 2004–2014, provides support for all the hypothesized relationships. In general, findings, which are robust to multiple estimation methods, suggest that a firm’s diverse experiences influence its APD. Findings of this study contribute to the alliance portfolio and organizational learning literature by examining the experiential antecedents of APD.
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Johnson, David Kyle. "Why Religious Experience Cannot Justify Religious Belief." Socio-Historical Examination of Religion and Ministry 2, no. 2 (2020): 26–46. http://dx.doi.org/10.33929/sherm.2020.vol2.no2.03.

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Theists often claim that neither the diversity of religious experience nor natural explanations for religious experience can threaten the ability of religious experience to justify religious belief. Contrarily, this paper argues that not only do they pose such a threat, but religious experience and natural explanations for them completely undermine the epistemic justificatory power of religious experience. To establish this, the author first defines the supposed role of religious experience in justifying religious belief. Then the author shows how the diversity of religious experience raises an inductive problem that negates religious experience’s ability to justify religious belief. The author then shows that available natural explanations for religious experience do the same by simply providing better explanations of religious experiences (i.e., explanations that are more adequate than religious explanations of those experiences).
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Gill, Gurwinder Kaur, Mary Jane McNally, and Vin Berman. "Effective diversity, equity, and inclusion practices." Healthcare Management Forum 31, no. 5 (2018): 196–99. http://dx.doi.org/10.1177/0840470418773785.

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Demographics in Canada, and the workplace, are changing. These include population changes due to race, ethnicity, religion/faith, immigration status, gender, sexual identity and orientation, disability, income, educational background, socioeconomic status, and literacy. While this rich diversity can present challenges for patient experiences/outcomes and working environments, it can also present opportunities for positive transformation. For successful transformation to take place, strategies should focus on “Diversity, Equity, and Inclusion” (DEI) versus “diversity” alone and on creating inclusive team environments for positive staff experiences/engagement. There is a growing understanding of the relationship between the providers’ work environments, patient outcomes, and organizational performance. This article leverages the principle of improving the healthcare provider’s experience based on Health Quality Ontario’s Quadruple Aim (“people caring for people”). Based on learnings/experiences, the top three successful practices from the organization’s DEI strategy have been outlined in this article.
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Larsen, Svein, and Lena Mossberg. "Editorial: The Diversity of Tourist Experiences." Scandinavian Journal of Hospitality and Tourism 7, no. 1 (2007): 1–6. http://dx.doi.org/10.1080/15022250701225990.

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Dissertations / Theses on the topic "Diversity experiences"

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Phatlane, Rakgadi Sophy. "Experiences of diversity in a South African public school." Thesis, Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06032008-134944.

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Krantz, Michelle. "Diversity-Awareness Training Experiences of School of Education Employees." NSUWorks, 2012. http://nsuworks.nova.edu/fse_etd/51.

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This qualitative case study was designed to investigate employee involvement in a voluntary diversity-training program. There is limited research on what motivated employees to be involved in the diversity workshops. The data collected from the study may give workshop facilitators information on ways to enhance the modules of future workshops in order to reach out to those who have not attended and to sustain the participation of those who do. The researcher interviewed workshop participants to examine their experiences with the voluntary, diversity-training workshops provided by the School of Education. The interview examined the reasons why employees were motivated to become involved in the workshops, employee expectations of the workshops, and participants’ overall experiences with the workshops. The researcher also observed and noted the participants’ body language and facial expressions during the interview to determine their ease with the questioning strategies and to interpret whether to probe them for additional responses. The agenda and flyer was shown to the participants to see how those documents influenced their decision to participate in the workshops. Additionally, to provide a description of the sample, the participants completed a demographic questionnaire. The study took place at a university in the southeastern region of the United States. Data collection included interviews and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that curiosity, a sense of belonging, peer interaction and a desire to learn has on an individual’s motivation to become involved in a voluntary, diversity-awareness workshop.
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Van, der Westhuizen Henriette. "Experiences of diversity in the SAPS / Henriette van der Westhuizen." Thesis, North-West University, 2007. http://hdl.handle.net/10394/2037.

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McKenzie, Rory. "Online gender discussions| Student experiences in discussions of gender diversity." Thesis, Gonzaga University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596075.

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<p> This thesis examined graduate level students' experiences of (mainly gender) diversity in the online classroom. The philosophical framework for this study came from John Rawls' work utilizing the veil of ignorance as a strategy to create more objective determinations free from situational and circumstantial biases. Both critical pedagogy and the theory that individuals construct social and cultural meaning through communication provided the theoretical foundations for the thesis. The study analyzed experiences of the students via their contributions to the online discussion boards. The study also utilized interviews of current and former students to discuss their experiences with diversity in their online classrooms. The study came from an understanding that diversity represents a unique component of the online classroom and rests in the idea that students can all benefit from the diversity of other students' experiences. This work provides a jumping off point of analysis on how best to facilitate discussions of diversity in the online classroom. Facilitating these discussions can become a primary way to break down systemic and institutionalized inequalities that exist for minority groups. Thus, this research, while not the end point, can provide a continued impetus to discover ways to make the online classroom a place of equalized learning to maximize its purpose for all students regardless of their identity. Chief findings in the study indicate the following (not-exhaustive) items: students overwhelmingly report that they value diversity conversations; students do not seem to think that conflicting ideas represent an inherent negative; and student's see the role of the instructor in facilitating, but not inserting personal commentary into the diversity discussions.</p>
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Hewett, Joyce. "Community College Leaders' Experiences in Adapting to Changing Student Demographics." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/587.

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The demographics of community colleges are rapidly changing. The culture composition of the student population in community colleges has expanded, and includes larger percentages of African Americans, Asian/Pacific Islanders, Hispanic Americans, and Native Americans than are found in other higher education institutions. The purpose of this phenomenological study was to examine the lived experiences of 10 community college leaders, consisting of 4 administrators, 5 faculty members, and 1 faculty/administrator, in their attempt to adapt to the changing demographics of the student population. Multicultural lens, the conceptual framework for the study, helped guide leaders in assessing their levels of multicultural sensitivity and competence in relation to the culturally diverse student population. Data were collected through face-to-face interviews; these data were then sorted, coded, and analyzed for central themes. The emergent themes'factors in leaders adapting to the changing student demographics'included leaders' educational, personal, work, and leadership experiences. The leaders' lived experiences contributed to them identifying with and understanding the various educational, family, financial, and cultural challenges these students encounter. The results of the study might help administrators, faculty, staff, and trustee boards continue valuing and promoting an environment of inclusion by improving the policies and practices related to student diversity and student success.
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Blume, Amabda K. "Diversity-Related Experiences and Academic Performance Among Ethnic Minority College Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5089.

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Students of color experience numerous educational disadvantages compared to White students. These disadvantages begin in elementary school and continue into college and adulthood. Ethnic minority students typically have less resources available to them than White students and are typically less prepared for college—academically and financially. Once students of color enroll in college, they face additional barriers due to discrimination and negative attitudes towards diversity. These factors play a key role in student engagement and persistence. The campus racial climate of a university, defined as the overall racial environment of the campus, has been shown to strongly influence students’ feelings of belonging to an institution. This study examined the links among experiences of discrimination, campus openness to diversity, multicultural experiences, academic success, and feelings of school belonging for students of color, in order to identify ways in which we can improve the educational experiences of disadvantaged students. The current study found evidence that many diversity-related experiences such as cross-racial interactions, campus racial climate, cocurricular diversity activities, and discrimination, strongly influenced feelings of school belonging for students of color. These findings add support to previous research that suggests that diversity experiences on college campuses play a significant role in making students feel welcome at an institution. However, diversity-related experiences examined in this study appeared to have little correlation to academic performance and retention. School belonging did not correlate with academic performance. It seems students’ grades may be better explained by internal factors, like motivation, rather than external factors, like the campus environment. Perceptions of more negative cross-racial interactions and more discrimination experiences were linked with more negative perceptions of the campus racial climate. Campus racial climate was linked to students’ desire to pursue higher education in the future. As the amount of positive cross-racial interactions students experienced increased, so did the amount of negative cross-racial interactions. This suggests that higher levels of cross-racial interactions result in both positive and negative experiences. More cross-racial interactions and cocurricular diversity activities were associated with more experiences of discrimination. This suggests that students of color are likely to experience discrimination when interacting with persons of different racial backgrounds or engaging in conversations related to diversity. Overall, diversity-related experiences linked to feelings of school belonging more than academic performance. Findings provide guidance for college-based initiatives to improve campus racial climates, in order to create more welcoming environments for students of color.
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Brown, Doreen Emma. "The influence of diversity experiences on college student outcomes: an institutional study." Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/brown/BrownD0511.pdf.

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The problem addressed in this study is that higher education institutions need to know how different groups of undergraduate students experience diversity differently and how these experiences may differentially influence desirable college student outcomes. A quantitative analysis design using secondary survey data from the National Survey of Student Engagement was employed to answer the research questions in the investigation. Ordinary least squares (OLS) regression was used to model the relationship of the dependent variable(s) (student outcomes) on a collection of independent variables (diversity experiences, student demographics). Accordingly, OLS provided estimates of the association between student experiences with diversity and self-reported student outcomes. Findings revealed that each diversity experience (coursework, interactional and climate for diversity) had a positive influence on the student outcomes of educational gains, personal and social gains, institutional satisfaction and supportive campus environment. The diversity experience by gender or by race and ethnicity interactions were not consistent across student outcomes. Importantly, findings also revealed that coursework diversity may not be as influential predictor of student outcomes when other forms of diversity experiences are available to students. This study offers additional support that indeed diversity experiences are important to the educational mission in higher education.
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Toscano, Linda A. "The Influence of Diversity Experiences on Undergraduate Students' Universal Diverse Orientation (UDO)." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353011574.

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Bridges, Jessica. ""Do You Comb Your Hair?”: Detangling First-Generation Black Student Experiences in Internships." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108770.

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Thesis advisor: Deborah Piatelli<br>This study contributes to the growing literature on the effectiveness of diversity and inclusion efforts in organizations. Previous studies focus on D&amp;I efforts for full-time staff and employees. This qualitative and intersectional study examined first-generation black students in corporatized organizations that are predominantly white through interviews where they could share their experiences with organizational structures and cultures to determine the impact that it has on the performance and identity of black interns. This study assessed organizational cultures of three kinds: exclusive, transitional, and inclusive. Using these organizational cultures, the study determined the way that racism and whiteness culture affects the intern experience. The participants had various relationships with recruitment strategies, diversity discussions, navigating professional and personal networking, negotiating working identity and imposter syndrome, stereotype threat, microaggressions, and professional development. Overall, organizations are engaging in practices that alienate and suppress black student interns while encouraging assimilation. In inclusive organizations, black interns feel like they can be their authentic selves and progress more successfully because of the acceptance of their identity and their ability to share their experiences with that identity<br>Thesis (BA) — Boston College, 2020<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline:<br>Discipline: Departmental Honors<br>Discipline: Sociology
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Rodgers, James O. "Frontline Managers' Perceptions and Lived Experiences in the Execution of Diversity Management Programs." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6272.

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For over 30 years, organizations have engaged in programs to address the growing presence of diverse populations in their ranks, and researchers have attempted to identify and quantify a link between diversity and enterprise performance. The problem was a lack of understanding of how organizations benefit from increased diversity and the role of frontline managers in that process. The purpose of this phenomenological study was to address the research question aimed at the perceptions and lived experiences of frontline managers and to gain insights about how they are navigating the challenges of increased diversity to enhance their ability to produce high-performance outcomes. The three conceptual frames used were (a) diversity management, (b) managing people, and (c) team performance. The data collection process involved interviewing 12 frontline managers from a variety of industry sectors using a semistructured, conversational interviewing protocol. The open hand-coded analysis revealed patterns of thought and behaviors relating to managing individuals, managing the complexity of diversity, and managing diverse teams for high performance. The original concept of diversity management was in response to the growing diversity in the workplace and was intended to develop the capacity among managers to manage the resulting diversity mix. The study findings indicated that a common definition of diversity management is possible, that managing diversity requires a competence with all dimensions of diversity, and that there are a set of management skills that can yield better performance with teams of diverse composition. The results of my study can have positive impact on theory, practice, and general social acceptance of diversity.
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Books on the topic "Diversity experiences"

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Buffington, John D. Sustaining the diversity of birds: Intercontinental experiences. ACTS Press, African Centre for Technology Studies, 1993.

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Greene, Anne Marie. Diversity management in the UK: Organizational and stakeholder experiences. Routledge, 2009.

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SADC Plant Genetic Resources Centre. On-farm conservation of crop genetic diversity: Approaches and experiences. SADC Plant Genetic Resources Centre, 2004.

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McInnis, Craig. First year on campus: Diversity in the initial experiences of Australian undergraduates. Centre for the Study of Higher Education, University of Melbourne, 1995.

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M, O'Callaghan Elizabeth, ed. Ethnic and racial administrative diversity: Understanding work life realities and experiences in higher education. Jossey-Bass, 2009.

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The emergence and growth of biotechnology: Experiences in industralised and developing countries. E. Elgar, 1999.

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Ratchathani, Thailand) International Seminar on Cultural Diversity of the Mekong River :. Sharing Experiences from Japan and the Mekong Countries (2009 Ubon. Cultural diversity of the Mekong River: Sharing experiences from Japan and the Mekong countries : proceedings. Mekong Sub-region Social Research Center (MSSRC), Faculty of Liberal Arts, Ubon Ratchathani University, 2010.

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Wall, Amitra A. Unquiet voices: Cultural experiences related to the pursuit of tenure and promotion. Common Ground, 2013.

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Community, Southern African Development. SADC's engagement with multilateral environmental agreements: Experiences from the Conference of Parties 8 of the Convention on Biological Diversity. Southern African Development Community Secretariat, 2006.

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Stevenson, Robert Murrell. American music: A diversity experience. Copymat, 1989.

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Book chapters on the topic "Diversity experiences"

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Hansen, Kim Philip. "Military Chaplains’ Experiences with Diversity." In Military Chaplains and Religious Diversity. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137025166_5.

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Aberson, Christopher L. "Diversity Experiences and Intergroup Attitudes." In The Psychology of Social and Cultural Diversity. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444325447.ch8.

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Salazar, Rene. "2. Community plant genetic resources management: experiences in Southeast Asia." In Growing Diversity. Practical Action Publishing, 1992. http://dx.doi.org/10.3362/9781780445069.002.

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Haughey, Marianne, Erick A. Eiting, Sarah Jamison, and Tiffany Murano. "Medical Student Experiences." In Diversity and Inclusion in Quality Patient Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_34.

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Walters, Kristin, and Daniela M. Markazi. "Insights from People’s Experiences with AI: Privacy Management Processes." In Diversity, Divergence, Dialogue. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_4.

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Altschuler, Jenny. "Migration, Culture and Experiences of Diversity." In Counselling and Psychotherapy for Families in Times of Illness and Death. Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-36006-8_9.

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Tari, Mina, Vivian Hua, Lauren Ng, and Hala Annabi. "How Asian Women’s Intersecting Identities Impact Experiences in Introductory Computing Courses." In Diversity, Divergence, Dialogue. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71292-1_47.

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Kristensen, Tore, and Dóra Horváth. "Managing consumer’s experiences: Design as a solution for transformation." In Diversity in European Marketing. Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-6976-7_10.

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Araki, Naoko, and Kim Senior. "Japanese Students’ Experiences of the Internationalization of Education in Japan." In Diversity in Japanese Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-059-2_3.

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Cortez-Castro, Diana H. "Vivencias (Lived Experiences) of a Feminist Chicana as Praxis." In Self-Study and Diversity II. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-534-0_4.

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Conference papers on the topic "Diversity experiences"

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Milani, Masoud, S. Masoud Sadjadi, Raju Rangaswami, Peter J. Clarke, and Tao Li. "Research experiences for undergraduates." In The Fifth Richard Tapia Celebration of Diversity in Computing Conference. ACM Press, 2009. http://dx.doi.org/10.1145/1565799.1565821.

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García-Holgado, Alicia, Carina S. Gonzalez-González, Aruquia Peixoto, Pino Caballero-Gil, and Pedro Plaza-Merino. "Bridging the diversity gap: actions and experiences fostering diversity in STEM." In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2020. http://dx.doi.org/10.1145/3434780.3436714.

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Peterson, J. "Media centered languages for new computing experiences." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201637.

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Smit, Dorothé, and Verena Fuchsberger. "Sprinkling Diversity: Hurdles on the Way to Inclusiveness in Makerspaces." In NordiCHI '20: Shaping Experiences, Shaping Society. ACM, 2020. http://dx.doi.org/10.1145/3419249.3420070.

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Wong, Kwai, and Gregory D. Peterson. "Challenges and Accomplishments of the Computational Science Undergraduate Research Experiences Program." In XSEDE16: Diversity, Big Data, and Science at Scale. ACM, 2016. http://dx.doi.org/10.1145/2949550.2949585.

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Tatineni, Mahidhar, Xiaoyi Lu, Dongju Choi, Amit Majumdar, and Dhabaleswar K. (DK) Panda. "Experiences and Benefits of Running RDMA Hadoop and Spark on SDSC Comet." In XSEDE16: Diversity, Big Data, and Science at Scale. ACM, 2016. http://dx.doi.org/10.1145/2949550.2949561.

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Beas-Collado, Maria Isabel, Teresa Martínez-Fernández, and Mercedes Segarra-Ciprés. "INTERNSHIP DIVERSITY & MOBILITY: FIRST EXPERIENCES ON SPANISH UNIVERSITIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0667.

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Miskioglu, Elif E. "Developing more robust problem solvers through diversity of course experiences." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757592.

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"Leading change in higher education: Reflections on designing diversity and inclusion learning experiences." In Closing the Gender Gap. Purdue University, 2016. http://dx.doi.org/10.5703/1288284316081.

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Thomas, Dana L., Katherine K. Ellins, Leah Turner, et al. "USING VIRTUAL FIELD EXPERIENCES TO SHOWCASE A GREATER DIVERSITY OF PEOPLE AND PROFESSIONS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359261.

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Reports on the topic "Diversity experiences"

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Vernooy, Ronnie, Joyce Adokorach, Harouna Coulibaly, et al. Mobilizing crop diversity for climate change adaptation and resilience: field experiences from Africa. ISSD Africa, 2021. http://dx.doi.org/10.18174/553632.

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Martinez-Novoa, Lorraine M., and Nancy Hodges. Exploring Diversity within the Hispanic Market: An Investigation of Shopping Experiences among Puerto Rican Consumers. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-516.

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Guzmán-Cedillo, YI, N. Lima-Villeda, and S. Ferreira-Rosa. An Experience of Elaborating Didactic Infographics on Sexual Diversity. Revista Latina de Comunicación Social, 2015. http://dx.doi.org/10.4185/rlcs-2015-1080en.

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4

Salama, Hana, and Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, 2021. http://dx.doi.org/10.37559/gen.

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This report explores women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.
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Sultana, Munawar. Culture of silence: A brief on reproductive health of adolescents and youth in Pakistan. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1006.

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Previous research on the reproductive health of adolescents and youth in Pakistan has not addressed the diversity of adolescent experiences based on social status, residence, and gender. To understand the transition from adolescence to adulthood more fully, it is important to assess social, economic, and cultural aspects of that transition. This brief presents the experience of married and unmarried young people (males and females) from different social strata and residence regarding their own attitudes and expectations about reproductive health. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented here comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
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Salama, Hana, and Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, 2021. http://dx.doi.org/10.37559/gen/2021/02.

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UNIDIR’s new study Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management seeks to fill this gap by exploring women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.
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Murray, Olivia. "Outing" Queer Issues in Teacher Preparation Programs: How Pre-Service Teachers Experience Sexual and Gender Diversity in Their Field Placements. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.635.

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Kanstrup, Henrik R. An Examination of Gender Diversity in the 21st Century Royal Danish Armed Forces - Can the US Experience Contribute to the Future Danish Armed Forces? Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada407256.

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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.
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Allouche, Jeremy, Harriet Hoffler, and Jeremy Lind. Humanitarianism and Religious Inequalities: Addressing a Blind Spot. Institute of Development Studies (IDS), 2020. http://dx.doi.org/10.19088/creid.2020.002.

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Religious identity is critically important to consider in assessing patterns of displacement and the dynamics of conflict and peace-building, as well as programmatic and policy responses to humanitarian crises. Conflicts are frequently driven by discrimination and generate massive numbers of refugees and internally displaced persons (IDPs) as they flee from persecution and violence, whilst individuals or groups may be targeted for their identity or face insecurity during community activities. As a result, the relationship between diversity, inclusivity, and interdependence is key to developing approaches that address intersecting forms of insecurity experienced by religious minorities. This paper reviews current thinking and policy directions in understanding religious inequalities in humanitarian contexts and asks the following questions: 1) What are the implications of programming that is blind to religious inequalities? 2) How can humanitarian actors incorporate sensitivity to religious difference and persecution in their programming, and what are the challenges of doing so?
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