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1

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

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2

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

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3

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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4

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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5

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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6

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

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7

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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8

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

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9

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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10

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

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11

Bruce, Stafford, ed. Home ownership: The diversity of experience. Gower, 1989.

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12

Doling, J. F. Home ownership: The diversity of experience. Gower, 1989.

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13

Cummings, Carol Bradford. Managing diversity. Teaching, 1995.

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14

Simpson, Struan. Biodiversity, conservation and the community: A literature review and inputs from the NIPAP experience. National Integrated Protected Areas Programme, Protected Areas and Wildlife Bureau, Dept. of Environment and Natural Resources, 2001.

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15

Mehrotra, Chandra. Aging and diversity: An active learning experience. 2nd ed. Brunner-Routledge, 2008.

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16

Chandra, Mehrotra, ed. Aging and diversity: An active learning experience. Taylor & Francis, 1998.

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17

Rowthorn, Bob. The diversity of unemployment experience since 1973. World Institute for Development Economics Research, 1988.

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18

Rowthorn, Bob. The diversity of unemployment experience since 1973. World Institute for Development Economics Research of the United Nations University, 1988.

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19

Lisa, Wagner, and Fried Stephen, eds. Aging and diversity: An active learning experience. 2nd ed. Brunner-Routledge, 2008.

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20

Powell, Richard R. Field experience: Strategies for exploring diversity in schools. Merrill, 1996.

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21

Igoe, Dermot. Cultural diversity & international organisations: The United Nations peacekeeping experience. University College Dublin, 1996.

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22

Unity in diversity: The Indian experience in nation-building. Rawat Publications, 2002.

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23

Multicultural literacies: Dialect, discourse, and diversity. P. Lang, 1997.

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24

Reddy, Sumati. Workforce Diversity ; Global Experiences. Institute of Chartered Financial Analyst, 2005.

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25

Ethnic Diversity at Work: Diversity Attitudes and Experiences in Dutch Organisations. Aksant Academic Publishers, 2007.

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26

Frierson, H. T. Examining Protege-Mentor Experiences (Diversity in Higher Education). JAI Press, 1998.

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27

Böllinger, Sarah, Carsten Mildner, and Ulf Vierke, eds. Diversity Gains. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783748909705.

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Diversity is gaining in visibility, acceptance and creativity, but also in contradictions and complexity. In this book, the authors discuss experiences, analysis, practices and policies from Europe, USA and Africa in essays, articles and a poem. The contributions range from social differentiation within the Kenyan middle class, inclusive art and education, to politics and experiences relating to disability, gender, race and sexuality. All the contributions discuss how we confront diversity and social complexity, and how we can transform ‘Diversity Gains’ into something beneficial for everyone. The authors and editors are anthropologists, scholars of art and literature, teachers, sociologists, journalists and activists from Europe, Africa and the USA. With contributions by Sarah Böllinger, Katharina Fink, Ann Fox, Thomas Hughes, Ras-I Mackinzeph; Carsten Mildner, Kevin Mwachiro, Dieter Neubert, Emmanuel Sackey, Florian Stoll, Ulf Vierke, Monika Windisch
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28

J, Soeters, and Meulen Jan van der, eds. Managing diversity in the armed forces: Experiences from nine countries. Tilburg University Press, 1999.

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29

Amjad, Saima. Religious Diversity: The Work Experiences of Muslims in New Zealand. 2019.

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30

1945-, Roy S. B., Indian Institute of Technology (Kharagpur, India). Participatory Forest Management Project., Indian Institute of Bio-Social Research and Development., and Workshop on Participatory Forest Management (1993 : Calcutta, India), eds. Experiences from participatory forest management. Inter-India Publications, 1995.

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31

Gender Variances and Sexual Diversity in the Caribbean: Perspectives, Histories, Experiences. University of the West Indies Press, 2020.

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32

Lived Experiences of Multiculture: The New Social and Spatial Relations of Diversity. Taylor & Francis Group, 2017.

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33

Singleton, Taylor Gail, Hinton KaaVonia 1973-, and Moore Lisa, eds. Teaching multicultural literature to help children understand ethnic diversity: Essays and experiences. Edwin Mellen Press, 2008.

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34

Jehn, Karen A., and Lindred L. Greer. Diversity as Disagreement: The Role of Group Conflict. Edited by Quinetta M. Roberson. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199736355.013.0010.

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Conflict is critical for determining diversity’s influence on group effectiveness. A considerable amount of work has amassed on the relationships between team diversity, conflict, and team outcomes. This chapter will briefly review recent findings and developments in this area. Three specific complexities needing future research will then be highlighted, with special attention to how diversity may promote not only conflict but also asymmetric experiences of conflict in teams. The three areas for future research are (1) the role of different conceptualizations and operationalizations of diversity in predicting the emergence and asymmetric experience of conflict in teams; (2) the impact of new and understudied forms of diversity, such as lifestyle diversity or power diversity, on conflict and conflict asymmetries; and (3) the role of the perception of diversity in activating the relationship between diversity and conflict asymmetries.
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35

Rojas, Ronald R., and Carlos Tasso Eira de Aquino. Diversity and Inclusion in Latin American and Caribbean Workplaces: Experiences, Opportunities, and Challenges. Palgrave Macmillan, 2020.

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36

Hutchison, Charles B., and Kwabena Akurang Parry. Experiences of Immigrant Professors: Cross-Cultural Differences and Challenges. Taylor & Francis Group, 2015.

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37

Lester, Jaime, David A. Kravitz, and Carrie N. Klein. Preparing Students for Workplace Diversity. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0006.

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The 21st century workplace is becoming increasingly diverse and global in context. This creates a need for multiculturally competent employees who can work well with people of different backgrounds, cultures, and experiences. Higher education is uniquely situated to provide students with opportunities for cross-cultural and diverse interactions and for personal and professional development in multicultural competence. This chapter focuses on the social and emotional challenges posed by the increasing globalization of business as well as the increasing diversity of the workforce and in higher education. We argues for the importance of diversity in the workforce; describes how diversity is present on campus; and makes recommendations for how that diversity can be leveraged to train, develop, and prepare the workforce of tomorrow.
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38

Baker, Darren T., and Elisabeth Kelan. Integrating Talent and Diversity Management. Edited by David G. Collings, Kamel Mellahi, and Wayne F. Cascio. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198758273.013.17.

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In globalized economies, organizations invest significant resources in managing talent in their diverse workforce. Presumably, talent and diversity management are complementary and interrelated, sharing the similar aim to nurture the skills, attributes, and career progression of the workforce. However, the two practices are also at odds. Talent management has been defined by an exclusionary paradigm focused on developing an elite segment of the workforce. We explore the problematic effect of talent management on equality. Talent management could foreclose how perceptions of “talent” are deeply inflected in gendered, classist, and racialized ways. The complex experiences of minority groups in gaining access to and progression within organizations should be considered. We discuss how talent management could be used to catalyze equality in organizations and suggest future research on the intersection between equality, diversity, and talent management.
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39

110 Experiences for Multicultural Learning. American Psychological Association (APA), 2004.

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40

Kenton, Miller, Lanou Steven M, World Resources Institute, United Nations Environment Programme, and International Union for Conservation of Nature and Natural Resources., eds. National biodiversity planning: Guidelines based on early experiences around the world. World Resources Institute in cooperation with United Nations Environment Programme, the World Conservation Union, 1995.

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41

World Resources Institute (Corporate Author), United Nations Environment Programme (Corporate Author), IUCN--The World Conservation Union (Corporate Author), Kenton Miller (Editor), and Steven M. Lanou (Editor), eds. National Biodiversity Planning: Guidelines Based on Early Experiences Around the World. World Resources Institute, 1995.

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42

Ferfolja, Tania, and Jacqueline Ullman. Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools. Taylor & Francis Group, 2020.

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43

Ferfolja, Tania, and Jacqueline Ullman. Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools. Taylor & Francis Group, 2020.

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44

Ferfolja, Tania, and Jacqueline Ullman. Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools. Taylor & Francis Group, 2020.

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45

Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools. Taylor & Francis Group, 2020.

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46

Ferfolja, Tania, and Jacqueline Ullman. Gender and Sexuality Diversity in a Culture of Limitation: Student and Teacher Experiences in Schools. Taylor & Francis Group, 2020.

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47

Thomas, Kecia M., Victoria Plaut, Sabrina D. Volpone, B. Lindsay Brown, and Robert Sleight. Group-Based Experiences of Discrimination. Edited by Adrienne J. Colella and Eden B. King. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199363643.013.3.

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Group-based disparities in education and training, employment, health, and income persist even though there is growing attention to issues of race, gender, sexuality, and economic class by academics and the public at large. This chapter reviews the contributions made by cognitive psychology, namely social identity theory and social categorization theory, to our understanding of why differences matter. Furthermore, it seeks to provide greater attention to the social and cultural context in which meaning is ascribed and enacted to group differences through turning its focus to issues of privilege, power, and diversity ideologies, which complicate the cognitive dynamics typically explored. It also seeks to understand the experience of marginalization due to group membership through an examination of group-based discrimination through the lenses of identity development theory and subsequently intersectionality.
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48

Experiences of Immigrant Professors: Challenges, Cross-Cultural Differences, and Lessons for Success. Taylor & Francis Group, 2017.

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49

Sims, Glenda Patricia. THE EXPERIENCE OF BECOMING A NURSE: A PHENOMENOLOGICAL STUDY OF BLACK WOMEN'S EXPERIENCES AT PREDOMINANTLY WHITE SCHOOLS OF NURSING (AFRICAN-AMERICAN, DIVERSITY). 1996.

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50

Where are all the Librarians of Color? The Experiences of People of Color in Academia. Library Juice Press, 2016.

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