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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&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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Bell, Suzanne. "Exploring Sexual Well-Being in Older Adulthood: Diversity in Experiences and Associated Factors." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35230.
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For decades, sexual expression in older adulthood was a taboo topic in the public discourse and ignored in the empirical literature. As a result of several significant sociocultural changes and medical developments as well as an increasingly older population, however, perspectives are shifting and acceptance and interest in the sexual lives of older adults is growing. The purpose of this dissertation was to investigate sexual well-being in older adulthood and explore its diversity. Study 1 involved a systematic review of the literature on factors associated with the maintenance and cessation of sexual activity in adults 60 years of age and older. Data were extracted from a total of 57 studies and each was assessed for methodological quality. Surprisingly, only four factors (i.e., partner’s interest in sexual activity, past frequency of sexual activity, presence of erectile dysfunction, and partner-related illness) were consistently related, in more than one study, to whether or not older adults were sexually active. Significant variability in study results highlighted methodological caveats of the body of literature, but also the heterogeneity of older adults’ sexuality. Study 2 built upon the findings and recommendations of Study 1 and further examined diversity in sexual well-being. Sexual function and satisfaction, the absence of sexuality-related distress, breadth of sexual experience, and overall frequency of sexual activity were considered as indicators of sexual well-being. The Dual Control Model of Sexual Response (DCM) was used as the theoretical framework in this study of women 50 years of age and older. The DCM posits that sexual response depends on the relative activation of sexual excitatory and sexual inhibitory processes, two separate and independent systems. Study 2 results indicated that, independently, women’s propensities for sexual excitation and sexual inhibition were significantly associated with the majority of the indicators of sexual well-being and the directions of associations were consistent with the tenets of the DCM. The only association that proved not statistically significant was the relationship between sexual excitation and sexual distress. When examined together, sexual excitation and sexual inhibition factors significantly predicted sexual function, satisfaction, and frequency. Sexual distress was predicted more strongly by sexual inhibition factors and sexual breadth by sexual excitation factors. Partner physical and mental health and participant mental health were further identified as moderating variables of these associations. The results of Study 2 expand current knowledge regarding the DCM and its relevance to older women; sexual excitation and sexual inhibition appear to have heuristic value to better understand the variability in sexual activity and well-being in women aged 50 years and older. The results of this dissertation have important implications for the study of sexuality and ageing, perhaps most prominently in terms of highlighting the inter-individual variation in older adulthood and the conclusion that generalizations about “older adults” as a group may not be appropriate.
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Jiang, Zhongnan. "Diversity Climate and Its Impact on Law Enforcement Employees’ Work Attitudes and Interpersonal Experiences." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593479429497562.
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Pieterse, Carl. "Pre-service teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14499.
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This study explores pre-service student teachers’ experiences of lecturers’ approaches to dealing with diversity in university classrooms. It includes student insights into the strategies that lecturers employ as they manage the complexities of diversity in university classrooms. The research is located in the realm of diversity education and diversity pedagogy and is contextualized against the backdrop of the historical and socio-political climate in South Africa. The challenging consequences of the desegregation of educational institutions in a post-apartheid South Africa has resulted in the advent of diverse and heterogeneous student populations which both challenge and de-marginalise educational practices bringing into focus the need for a humanizing and culturally relevant pedagogy. This, to counter the hegemonic dangers of perpetuating the status quo by further entrenching deep-seated racism disguised as integration. Using qualitative data generated by pre-service student teachers, the results suggest that lecturers fail to embrace diversity to its fullest. The findings illuminate the disparity between policy and practice in a forward-thinking faculty and lecturers’ lack of pedagogical knowledge and skills, which inhibit them from embodying the principles of diversity education. The lecturers’ approaches to dealing with diversity in practice indicate that they are stuck in the quagmire of assimilationist, colour-blind, contributionist and business-as-usual strategies which militate against culturally responsive pedagogy thereby marginalizing learners.
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Schaefer, Paul. "Experiences of Conservative Orthodox Christian Students Attending Public Secular Accredited Counseling and Counseling Psychology Graduate Programs." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/391.
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The purpose of this qualitative study was to explore the experiences of conservative orthodox Christian students attending public, secular, accredited counseling and counseling psychology graduate programs. Conservative orthodox Christian students who were attending public, secular, accredited counseling and counseling psychology graduate programs were recruited by email. A prescreening interview was conducted with each respondent. Seven respondents participated in three rounds of individual interviews. The overall research question was: What are the experiences of conservative orthodox Christian students attending public, secular, accredited counseling and counseling psychology graduate programs? Follow-up questions explored the participants' perceptions and experiences in depth. Data were analyzed through within case and cross case displays using a phenomenological approach. Emergent categories, themes, and descriptors were gathered from each round of interviews. Data were organized into three major categories: reflections on secular programs, experiences attending secular programs and Christian identity, and further organized into underlying themes and descriptors. Implications related to conservative orthodox Christian students attending public, secular, accredited counseling and counseling psychology graduate programs were discussed. Finally, suggestions for future research were provided.
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Bam, Armand. "Embodying virtue in employment: Exploring the employment experiences of people with disabilities." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27883.
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Research on the employment experiences of people with disabilities (PWD), on a global level, is limited. While South Africa has a well-defined legislative framework that has been determined in consultation with disabled people's organisations, compliance with legislation appears to have failed to ensure that employment targets are met, or rather, it has overlooked the underemployment of PWD. As a response to the challenges, this study explored the employment experiences of PWD. A qualitative, explorative, multiple case study approach was employed. Twelve participants were selected using a purposive technique. Semi-structured interviews were used to collect data and provided insight into how PWD viewed their world. The interviews were supplemented through document analyses, and various modes of observation provided additional insight into each of the cases. The process of analysing the interview data followed an inductive approach during which three broad themes were identified. Factors influencing Employment elaborated on the participants' pre-employment experiences of gaining access to employment, which were shown to be impacted by various environmental barriers. Early Experiences of Inclusion at the Workplace established that induction and orientation processes were opportunities for educating co-workers about disability. However, the disclosure of disability did not guarantee improved employment experiences for the research participants. Feeling part of a team promoted early experiences of acceptance. Accommodation in the Workplace determined that PWD's accommodation requests were often evaluated and considered in terms of the costs to employers, and primarily focused on technology to improve their productivity. The need for personal assistance for the PWD in the study was found to be unavoidable. A conceptual model is presented as an alternative framework. It offers insight into how to improve disabled individuals' employment experiences to organisations and their management, and people with disabilities themselves. The model suggests that organisations operating from within a virtue framework can facilitate equal opportunities for employees. Organisations are to be more competitive, innovative and creative, and improve their sustainability. The experiences of PWD could be improved through establishing working communities within organisations as these distribute decisionmaking. The climate for organisational inclusion could also be improved by the working community's ability to redefine work and equip PWD appropriately, thereby promoting organisational citizenship, with benefits to both the organisation and individual.
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Fulford, Cynthia Naneva. "Preparing Students to Work in a Globally Diverse World: The Relationship of College Students' Backgrounds and College Experiences to Their Orientation Toward Diversity." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245687600.
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Hedge, Robert. "Lived Experiences of Same Sex Attracted Men with Competing Spiritual and Sexual Identities." ScholarWorks, 2017. http://scholarworks.waldenu.edu/dissertations/3446.
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This study focused on understanding the lived experiences of men from a conservative Christian background who had disidentified as gay and subordinated their sexual identity to their spiritual identity. The study was intended to create understanding of the social, cultural, and valuative frameworks that informed and guided their attempts at resolving the conflict between spiritual and sexual identity. The study included three research questions: What are the emergent core themes associated with competing spiritual and sexual identities? How has the response of their faith community affected their struggle? How has the response of the gay community affected their struggle? Through the lens of postmodern theory that identity formation is socially constructed, the qualitative collective case study inquiry included interviews with six participants. The data were collected using semi-structured interviews and photo-elicitation. The interviews were divided into personal experiences, church experiences, and application of experiences. Using analytic techniques of pattern matching and explanation building, four emergent themes were identified: conflict; importance of faith; feelings of being alone, fearful, and misunderstood; and God is forgiving and loving. The photo-elicitation consisted of six photos, and participants responded to each photo. The interview responses were coded separately from the photo-elicitation responses to better understand the participants' journey in experiencing identity conflict and to identify their current experience of the conflict. The social change implications include generating information aimed at reducing stigma and negative perceptions for those who experience competing identities and to minimize the marginalization of this group of people.
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Murat, Nermin Tulay. "Invisible diversity : exploring the experiences of trainee clinical psychologists from a mixed white ethnic background." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/7623.
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There is limited research examining the identities and experiences of those from mixed ethnic backgrounds and the research literature is almost non-existent for those who are from a mixed white ethnic (MWE) background. The existent evidence base in regards to the experiences of clinical psychology training of those from minority ethnic groups is focused on Black and ethnic minority (BME) backgrounds. This study therefore aimed to gain insight into the experiences of trainee clinical psychologists from a mixed white ethnic background, raising awareness of these individuals and their needs in the clinical psychology training arena. This study adopted a qualitative approach where eight participants were recruited and in-depth semi-structured interviews conducted. Interviews were analysed using interpretative phenomenological analysis. Three main themes emerged from participants’ accounts: ‘the double edged sword of invisible difference’, ‘uncovering the undercurrents of difference’ and ‘that which is sought and gained’. These findings are discussed in relation to the existing literature and clinical implications are presented. Methodological considerations and areas for future research are also considered. This study makes contribution to a sparsely researched area and provides rich insight into the experiences of trainee clinical psychologists from a MWE backgrounds. It is hoped the material presented here will encourage further thought, debate and study of this area.
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Knowles, Judie. "Diversity, inclusion and equality in practice placements : experiences of pre-registration student nurses with dyslexia." Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/1994/.
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The study of the perspectives of student nurses with dyslexia has an under-represented knowledge base as this is a relatively new branch of nursing educational research. While researchers have suggested that those with dyslexia experience deficits of executive functionality within practice placements, one outstanding area for exploration is the student nurses’ own lived-experience of the challenges faced in this context. Using mixed-methods my study investigated this phenomenon. I replicated some earlier studies examining the students’ perception of the practice mentor’s provision for learning and student satisfaction with their clinical learning environment. My study’s data showed that there was a perception of satisfaction with the quality of practice placements that were ‘not boring.’ There was apparently little difference in whether or not students look forward to ‘going to shifts on practice placement’ or perceive them to be a ‘waste of time’. The environment was perceived to be ‘very interesting’ for learning. There was a perceived significant difference in mentor behaviour shown in support of the student’s learning and toward them as a person the effect of this relationship was examined further. I also explored interpretations of the students’ own lived-experience of being a student with dyslexia in the practice placement context. A probing investigation into the impact of dyslexia within nursing practice found surprisingly high levels of psychological discriminative abuse (on issues relating to diversity, inclusion and equality), directed toward this vulnerable group of students. For the first time pragmatic constraints around reasonable adjustments were also revealed. The thesis concludes that there is a role indicated for changes to normalise diversity, inclusion and equality with reasonable adjustments in the pedagogy practiced within practice placements. The thesis strongly suggests future work is needed to further eliminate discrimination within practice placement education of nurses.
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Corral-Chandler, Norma I. "Students' Perceptions and Experiences of a Diversity and Inclusion Training Program at a Community College." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/30.
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A community college developed a diversity and inclusion training program, Maximizing Our Strengths as an Inclusive Community (MOSAIC), to address the lack of diversity training for students and staff. However, the program had not been evaluated. The purpose of this study was to learn about students' perceptions and experiences of the MOSAIC program. Guided by theories of constructivism and components of critical race theory related to critical studies in Whiteness, social identity theory, and best practices for diversity and inclusion training, this study explored how students described the effectiveness of the program. Interview data for this responsive program evaluation using a case study design, were collected from 9 students and analyzed using a systematic inductive method of data analysis. Data deconstruction revealed codes and themes across the codes, that resulted in the identification of 3 major domains, fostering diversity and inclusion consciousness, fostering intergroup relationships, and fostering positive social change. These findings were the basis of a program evaluation report for stakeholders that emphasized how students improved their communication skills and gained a greater sense of belonging and intergroup friendships through participation in the MOSAIC program. This report further revealed how social change was supported through student involvement in the program because of increased awareness of self and others and the development of diversity and inclusion skills to combat discriminatory behavior.
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Warren, Jennifer L. "Diversity in Dietetics Matters: Experiences of Minority Female Registered Dietitians in their Route to Practice." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1489670743473835.
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Fluckiger, Beverley, and na. "Childrens cross-cultural literacy experiences in three worlds: Enacting agency." Griffith University. School of Cognition, Language and Special Education, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070814.144647.
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The literacy experiences of a small group of culturally-diverse children were examined in this study. The experiences, too, were diverse and influential. The children, five girls aged four five years, attended the same Preschool, in an inner suburb of a large city in Australia. Data were gathered at home, during the last two months of the preschool year and, for three of the children, during writing sessions in the first six months of Year One. Vygotskian ideas on meaning-making were integrated with other perspectives on development, literacy learning and teaching from a sociocultural, theoretical framework. The purpose was to identify dimensions of childrens literacy experiences and provide insight into ways in which children negotiate culture, literacy, and schooling, challenge current perspectives, contribute to research knowledge and determine how teachers might take account of cultural diversity in classrooms to better support children in literacy learning. A grounded theory method was employed using multiple data collection tools and techniques in both home and school contexts. Data were coded using a process of constant comparison to identify features, characteristics and dimensions of childrens literacy experiences. Independent inter-rater agreement on the coding of features at home, Preschool and school was 98.4%. Findings included a variety of values, beliefs and perspectives amongst parents and between teachers in relation to literacy learning, roles and relationships, and home-school connections. Childrens literacy experiences at home differed in terms of nature, frequency and resources and experiences in each of the settings were very different. A major finding was that children acted as agents of their own learning: mixing, transferring, trying out, adapting, and experimenting to determine appropriate practices and make decisions including when to exercise choice to enact agency. These assimilation and accommodation adaptations were identified as akin to code-switching, labelled as culture-switching, and identified as areas requiring further research.
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Park, Youngho. "Investigation of Mentoring Experiences Among NCAA Division I Core Level Administrators." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437384869.
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Barot, Manoj. "Black and minority ethnic police officers : experiences of, and resisting, racism." Thesis, University of Northampton, 2013. http://nectar.northampton.ac.uk/8849/.
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McLeod, Amy L. "A phenomenological investigation of supervisors' and supervisees' experiences with attention to cultural issues in multicultural supervision." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-07222008-091156/.
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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Catherine Y. Chang, committee chair; Gregory Brack, Jonathan Orr, Julie Ancis, Danica G. Hays, committee members. Description based on contents viewed Oct. 14, 2009. Includes bibliographical references.
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Tongsri, Chirapar. "The contributions of demographic background and service-learning experiences to undergraduates' perceptions of appreciation of diversity." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2638.
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Thesis (M.A.) -- University of Maryland, College Park, 2005.<br>Thesis research directed by: Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Johnson, Erica NićCole. "LIFTING AS WE CLIMB: EXPERIENCES OF BLACK DIVERSITY OFFICERS AT THREE PREDOMINANTLY WHITE INSTITUTIONS IN KENTUCKY." UKnowledge, 2010. http://uknowledge.uky.edu/gradschool_diss/82.
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Recently, colleges and universities across the country have created executive level positions responsible for institutional diversity. The origins of this work within higher education lay in the civil rights movements and its consequences for desegregation of higher education. Early diversity officer positions usually resided within student affairs. However, as the responsibilities of these offices have changed, the reporting lines have also changed such that diversity officers are now commonly situated within academic affairs. This exploratory study examines these administrative positions responsible for diversity at southern white institutions. The research takes an in-depth look at how these positions have shifted over time and how people who hold these positions understand their work.
This study presents an analysis of nine personal narratives of diversity officers at three predominantly white institutions in Kentucky from the early 1970s to the present. Counterstories, or stories that challenge majority accounts, are used to elicit the experiences of the black diversity officers. The analysis uses critical race theory to begin telling stories that have been muted. Pigeonholing and its relevance to the counterstories of the administrators are discussed to contextualize the administrators’ experiences at predominantly white institutions.
The shift in responsibilities and reporting lines and changes in required credentials resulted in tensions, including intraracial tensions, among the diversity officers. Despite the tensions between generations of officers, these administrators shared a common interest in racial uplift. This was evident as they discussed what attracted them to positions responsible for diversity. In the past, scholars writing on black diversity officers suggested that the positions were the result of tokenism; however, administrators holding these positions view themselves and their roles as an opportunity to help others on their educational journeys.
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Briggs, Diamond. "“Have a Seat at our Table: Uncovering the Experiences of Black Students Attending a ‘Racially Diverse’ University”." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6805.
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Recently, the diversity rates at universities in the United States have been increasing (Ortiz-Frontera 2013). With more minorities enrolling into predominantly white institutions (PWIs), one might infer that this signals a major step of progression for the United States. However, it is essential to understand the experiences and challenges that minorities may face when attending these institutions. Understanding these challenges are important because they are often minimized and ignored due to the ambiguity of microaggressions. This can be harmful for Black students psychologically and may impact their self confidence in many ways. In many instances, Black students face many forms of subtle racism, such as, microaggressions. Microaggressions can be defined as the subtle and dismissible insults that whites tend to inflict on people of color unconsciously and sometimes consciously (Pierce, 1974). Through conducting 12 in-depth semi-structured interviews with a sample of Black students attending a southeastern university. I aimed to answer the following questions: 1) What types of microaggressions do Black students face while attending a more racially diverse university? and 2) To what extent, and in what ways do students manage their emotions in response to microaggressions? Ultimately, I have found that students experience many forms of microaggressions. The main types of microaggressions that were experienced included: feelings of exclusion, tokenism, being stereotyped, and institutional neglect. Lastly, I found that students employ a combination of emotion work strategies in order to protect themselves from these insults, and to stay productive and successful. Policy implications to support students of color and future directions for research are discussed.
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Strandberg, Max. "Läxor om och för kulturell mångfald med föräldrars livserfarenheter som resurs – några kritiska aspekter." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95882.
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The aim of the thesis is to explore how parents' life experience can become a resource to strengthen teaching about, and for, cultural diversity with the help of homework assignments and teacher feedback. Two of the four articles included are based on data from the Läxprojektet (2004-2006) [The Homework Assignment Project], which was a practicebased, collaborative research project at a multi-lingual and multi-cultural secondary school. The material collected from project and used in this thesis consists of collaborative homework assignments, audio recorded lessons, student texts and interviews with parents, students and teachers. Article A concerns teachers' feedback during classroom discussions. Results consist of seven categories of feedback and show that all feedback, in contrast to previous research, does not support students' learning. Article B show that collaborative lessons that are based on parents' life experience may fulfill the function of boundary objects (Star & Griesemer 1989) between home and school. Article C deals with the relationship between homework and feedback, which is studied in a research review. Article D revealed that issues concerning how cultural diversity was highlighted at the municipal level and in school planning were primarily featured in the municipalities with the highest proportion of multilingual immigrant students. Thesis results suggest that: Feedback is a challenge for teachers when the content of what the students present is unknown. Parents' life experiences can be a resource in a content-based partnership between home and school. Teaching about cultural diversity is facilitated by the existence of cultural diversity among students and parents. In summary, results indicate that there are several factors that influence whether and how content and teaching about, and for, cultural diversity succeeds in schools. These factors affect the individual level, the classroom level and partially also the municipal level.<br><p>At the time of the doctoral defence the following papers were unpublished and had a status as follows: Paper 2: In Press; Paper 3: In Press; Paper 4; Submitted.</p>
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Magaya, Aldrin Tinashe. "Christianity, culture, and the African experiences in Bocha, Zimbabwe, c.1905 – 1960s." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6189.
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This dissertation examines the history of VaBocha experiences with Christianity. Historians have long assumed that Christian conversion was a static product. I show that conversion was an ongoing fluid process that churchgoers negotiated, contested, and appropriated to suit the Bocha social fabric. I demonstrate how existing social facts and sites of socialization shaped VaBocha understanding of Christianity. In doing so, I focus on the daily social practices to reveal how VaBocha reconciled the idioms of Christianity with their indigenous lifeways.
VaBocha made use of existing sites of socialization to make Christianity useful to their everyday life. These sites were social spaces were VaBocha articulated familial and kinship relations and learned the values, behavior, and skills fitting to Bocha society. By probing the relations occurring at the familial and communal level, the dissertation illustrates that the domestication of Christianity started in familial domestic spaces.
In the dissertation, I discuss the nuanced relationships that occurred between churchgoers and family members who were not churchgoers. The fact that Christianity never established hegemony over existing social facts and the ways of socialization which reproduced them meant that VaBocha churchgoers had to devise ways to balance the demands of Christianity against familial and communal obligations. I show why churchgoers became eclectic Christians who participated in both church and indigenous activities and beliefs, despite the fact that the churches condemned most of these indigenous practices. The dissertation shows that the pre-Christian ethics of tolerance of diversity allowed for Christian and indigenous practices to co-exist harmoniously.
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Reveles, Alexandra K. "Diversity-Related Experiences Among College Students in the Promotion of Social Justice Orientation, Multicultural Openness, and Community Involvement." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5418.
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Institutions of higher education serve students in more ways than simply fostering academic growth. University and college campuses are often the introduction people have to the societal, interpersonal, and career/field specific expectations they will be guided by after completing their degree. One way for universities to do this is through the cultivation of critical consciousness by way of encouraging engagement in diversity-related activities. This study examined associations between engagement in diversity-related activities and reported levels of critical consciousness, along with differences between students of color and White students in patterns of association.
Diversity-related experiences, including extracurricular diversity activities, positive cross-racial interactions, curriculum inclusion, and experiences of microaggressions, strongly correlated to levels of critical consciousness for students of color and White students. These findings add support to previous research that suggests diversity experiences on college campuses positively influence students. However, the findings also suggest differences in the outcomes that these diversity-related experiences links to for students of color versus White students.
Community involvement was more strongly correlated to extracurricular diversity activities for White students than students of color. In turn, social justice orientation was more strongly linked to extracurricular diversity activities, positive cross-racial interactions, and experiences of microaggressions for students of color than for White students. Linked between diversity-related experiences and multicultural openness were not moderated by ethnicity. These findings suggest that there may be differences between behaviorally based experiences/outcomes and attitudinally based experiences/outcomes for students of color vs. White students. Overall, engagement in diversity-related activities was strongly correlated with critical consciousness among all students. Findings provide guidance for curriculum development, the development and implementation of diversity-based initiatives on college campuses, and adherence to mission statements to foster more inclusive environments for all students.
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Alraheli, Arwa. "Negotiating Religious Diversity| A Qualitative Inquiry of the Perspective and Experiences of Muslim Parents in Southern California." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840831.
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<p> There is an abundance of research concerning diversity issues in American classrooms. However, researchers have not provided enough attention to religious goals of Muslim parents and their experiences with educational institutions. For this qualitative study, the researcher interviewed 15 Muslim parents, eight females and seven males, to explore how participants’ experiences and expectations influence the way they negotiate their religious needs with schools/preschool in Southern California. The results showed that cooperation and negotiations were key strategies adopted by Muslim parents to maintain relationships with educational organizations. Schools accommodated religious practices when requested and parents negotiated their needs when necessary. Findings also showed that participants connected the school’s role with academic learning and that teachers lacked accurate knowledge of Islam. There was a sense of restraint among participants. Participants did not want to share the name of their child’s school/preschool or materials shared by the school.</p><p>
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Hattingh, Marina. "An explorative comparison of the value and experiences of the coach and coachee during executive coaching." Diss., University of Pretoria, 2008. http://hdl.handle.net/2263/29291.
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This study set out to explore and describe the experiences of executives and coaches when going through a process of executive coaching. The rationale was that an understating of their experience and their perceived benefits that they gain from a coaching process, might afford insight into a relatively new field. Subsequently this could perhaps contribute to the knowledge of executive coaching in South Africa and develop the discipline further by focusing on the experiences of the different parties. A qualitative approach was followed since it provides rich, descriptive data that increases the contextual depth. To ensure the quality of the research, sensitivity was given to criteria of transferability, credibility and dependability. Exploratory research was employed because executive coaching in South Africa has not been documented that extensively. This method was also chosen because the researcher aimed to describe and interpret the context-bound research subject. Grounded theory was used to analyse the qualitative data. Ten participants were interviewed individually to collect information regarding their experiences. Five coaches and five coachees were interviewed, the interviews were recorded, transcribed and analysed from a grounded theory perspective. The findings indicated the experiences of coachees and coaches when going through a coaching process. There are five transcending findings that the researcher found very interesting although these were not all linked to the research questions. They are as follows:<br> 1) Approach / focus of coach seems closely linked to experience of coachee<br> 2) Coaches use very different paradigms / models <br> 3) Use the term executive coaching interchangeable with other terms<br> 4) Coach not unaffected by executive coaching relationship<br> 5) Important for the coachee to feel that the coach understands his/her culture The first indicates that the approach of the coach seems closely linked to the experience of the coachee”. The second indicates that coaches use different paradigms and some followed a more involved process. The third indicates that coaches also use different terms to refer to executive coaching which may lead to misunderstandings in the field. The fourth transcending finding indicates that the coach is not unaffected by the coaching relationship and that they also value growth and development from coaching. The last transcending finding indicates that the coachee feels it is important that the coach understands his/her culture and background. This study contributes to the field of coaching, more specifically, executive coaching in South Africa. The findings also stress the importance of understanding and respecting the diversity in South Africa, specifically in terms of our cultures, backgrounds and different frameworks. Copyright 2008, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Hattingh, M 2008, An explorative comparison of the value and experiences of the coach and coachee during executive coaching, MCom dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-02162012-120517 / > C12/4/133/gm<br>Dissertation (MCom)--University of Pretoria, 2011.<br>Human Resource Management<br>unrestricted
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Strydom, Anél. "The experiences of designated employees in a predominantly white consulting business unit / A. Strydom." Thesis, North-West University, 2008. http://hdl.handle.net/10394/4007.
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In the past fourteen years, South African business has experienced a period of significant transformation. The absorption of previously disadvantaged employees into higher skilled jobs is being nudged by measures such as employment equity legislation and affirmative action. Even though previously excluded racial and ethnic groups are being empowered and incorporated into management structures, overall progress has been slow.
The research organisation seems to be a microcosm of the macro-environment with regard to the advancement of previously disadvantaged employees, consisting primarily of white employees (66%). Designated employees are represented in much smaller numbers: Indian (15%), African (15%) and Coloured (4%).The objective of this research was to gain an understanding of how designated employees experience working in a predominantly white business unit.
Applying a qualitative research design, anecdote circles were used to facilitate the informal sharing of experiences amongst peers. Twelve individuals partook in the anecdote circles and 59 anecdotes were gathered. Interpretative Phenomenological Analysis was used to extract themes.
Thirty-two themes were identified in the anecdotes that were grouped into seven super-ordinate themes: A debilitating organisational culture; A constructive work environment; Poor orientation and integration into the business unit; Demanding consultant role; Dissatisfaction with careers: Difficulty in handling the typical demanding client profile and Involved management style.
Results indicate that designated employees find the organisational culture restrictive due to the bureaucratic nature of the organisation, the insensitivity towards cultural differences, the impersonal atmosphere in the organisation; the excessive use of acronyms; poor communication and ineffective support structures.
In contrast they have a positive view of their work environment which is seen as flexible, with plenty opportunities for development and high standards of work. Good teamwork exists with designated employees receiving a lot of support from their project team members.
Results show that designated employees experience poor orientation in the business unit, which results in a lack of knowledge regarding processes, tools, and ideal behaviour. They are left to find this information out for themselves and this leads to poor integration into the business unit.
Designated employees find their role as consultant very demanding. They experience a lot of pressure on projects and are concerned about others' impression of them. They feel empowered in certain areas of their work life and enjoy taking responsibility for their work and development.
Designated employees are dissatisfied with the direction that their careers are taking and feel frustrated by the lack of career advancement. They do not believe their managers have the power to address their concerns regarding their career. Furthermore they equate career progression with financial gain and this adds to their frustration regarding their careers.
Designated employees are struggling to deal with difficult and demanding clients who neglect responsibilities and can be unreasonable. They admit that they are not sure how to handle these clients.
Designated employees are satisfied with the level of interaction with their managers and the recognition they receive when a job is well done. Some indicate that they would prefer more guidance and support from their managers and they stress the importance of performance management and providing regular feedback.<br>Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2009.
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Kirkland, Veronica Monea. "Professional Counselors' Lived Experiences of Counseling Gender Diverse Clients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6053.
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Gender diverse individuals experience stigma, discrimination, and transprejudice regularly, in response to daily interactions with society. These negative experiences lead to the development of physical, mental, and emotional instability. Gender diverse individuals experience transprejudice and discriminatory experiences in transpohobic counseling environments. Furthermore, current research highlights the need for counselors to increase training and knowledge to work with gender diverse individuals. The purpose of this hermeneutic phenomenological study, grounded in a Heideggerian philosophy, was to illuminate the lived experiences of professional counselors engaging in counseling with gender diverse clients and bridge the gap in the current literature. Data were collected from 7 licensed professional counselors with experience counseling gender diverse clients. using a semistructured interview and followed a structured thematic analysis process incorporating components of interpretive phenomenological analysis, ensuring thematic saturation. The results of this study highlighted 10 major themes and seven subthemes inclusive, but not limited to education and training, understanding gender diversity issues, intentional bias, and professional experience. These study findings provide insight regarding the potential to improve counselor training and preparation. Ultimately increasing knowledge and education may impact and improve the lives for the gender diverse clients by reducing transprejudice, transphobia, and other forms of bias.
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Linares, Carlos. "A Phenomenological Approach to First-Generation Latino Immigrants' Experiences of Cultural Diversity and Inclusion Initiatives in the Workplace." Thesis, Sullivan University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739667.
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<p> The purpose of this phenomenological study was to explore the work experiences of foreign-born, first-generation Latino immigrants with regard to cultural diversity and inclusion initiatives to obtain a holistic understanding of their experiences and facilitate their achievements in the organization. Based upon the review of the existing literature regarding Latinos and the outcomes of interviewing 24 participants (13 females and 11 males) in this research study, there are ample opportunities to conduct future empirical studies. The results of this study show the challenges first-generation Latino immigrants faced in the workplace and the importance for organizations with a diverse workforce to foster a more inclusive work environment for Latino immigrants. There is growing evidence that diversity and inclusion initiatives are critical for multicultural organizations. However, the results organizations have achieved and their efforts to create an inclusive workplace for Latino immigrants have been dissatisfactory thus far (Cox Jr., 2011). The methodology applied in this study was a qualitative approach to reflect the essence of the phenomenon studied. Results from this research found 14 family units and four major themes. These themes described how first-generation Latino immigrants understood and defined diversity and inclusion, their positive and negatives perceptions in the work environment, workplace challenges they faced, and their insights on organizational development. Additionally, this research discovered how interviewed participants were excluded by others and by themselves in the workplace. Lastly, this research study contributes to the literature and to the field by offering information that would eventually promote a better understanding of Latino immigrants and a more inclusive environment that encourages belongingness, uniqueness, and a constructive work experience for Latino immigrants. </p>
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Hodge, Kristen Nicole. "Diversity vs. the doctorate (1967-2008) [electronic resource] : the experiences of Black and Latino students then and now /." College Park, Md.: University of Maryland, 2009. http://hdl.handle.net/1903/9294.
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Thesis (Ph.D.) -- University of Maryland, College Park, 2009.<br>Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Eliadou, Annita. "Responding to student diversity : a study of the experiences of 'foreign-speaking' students in secondary schools in Cyprus." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/responding-to-student-diversity-a-study-of-the-experiences-of-foreignspeaking-students-in-secondary-schools-in-cyprus(9795babb-b3b2-4fdf-8c33-170bf0c352f5).html.
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This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.
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Amira, Mohamed I. "Experiences of Graduate Muslim Students with Religious Microaggressions." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554150264316075.
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Varnado-Johnson, Chantrelle D. "A Narrative Inquiry into African American Female Faculty Research Mentorship Experiences in Counselor Education." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2509.
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The purpose of this qualitative, narratological research was to gain a deeper understanding of the stories of three African American counselor educators who experienced research mentorship as counseling students and faculty members while working towards tenure. The three participants were employed as assistant professors in CACREP-accredited counselor education graduate programs provided their perspectives of research mentorship. The primary research question for my research was: How do pre-tenured African American female counselor educators perceive their research mentorship experiences? The foundation for my study was provided by the review of literature focused on critical race theory, marginalized groups in academe, mentorship among specific populations, and research mentorship Semi-structured interviews were used to collect data. The transcribed interviews, vitas, and faculty profiles were analyzed by within-case and cross-case analysis. The findings indicated seven super-ordinate themes. 1) Benefits of Research Mentorship, 2) Social Racial Membership with Other Forms of Marginalization, 3) Professional Networking/Support, 4) Perceptions of Institutional Climate and Culture, 5) Perceptions of Research Mentoring Experiences, 6) Barriers of Research Mentorship, and 7) Behaviors that Foster Effective Research Mentoring. Implications for students and counselor educators along with recommendations for future research are presented. Personal reflections of the researcher are provided.
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Masuelele, Oreeditse Patrick. "Social cohesion in school Choir competitions: the experiences of conductors and adjudicators." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80469.
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In this qualitative study the researcher investigates how school choir competitions in South Africa contribute to creating platforms for social cohesion. The study examines the experiences of conductors and adjudicators in two main South African school choir competitions, namely the ATKV-Applous and ABC Motsepe (previously known as SASCE). This study was inspired by the contribution of the rising choral music platform in post-apartheid South Africa to national regeneration from tensions created by past disparities and how choral music contributes to social cohesion in society. Phenomenology is used to investigate the experiences of conductors and adjudicators and whether participation in choral competitions contributed to advancing social cohesion in a transforming South Africa. Data were collected through semi-structured face-to-face interviews, the review of documents and the analysis of journal notes taken during the study. The Transformative Learning Theory (TLT) was applied as framework to contextualise deliberate reflection involving increased social knowledge and openness among respondents. In this study, choir conductors and adjudicators reflected on their experiences in choir competitions and how cohesion could be achieved through choir competitions. From the study the researcher concluded that competitive platforms such as choir competitions provide an opportunity for role players to test their strength as individuals and as part of a team. The study found that, regardless of many challenges hindering social cohesion, choral music competitions offer an environment for bringing people closer and establishing harmonious collaboration. Learning from others, sharing and reciprocating experiences lead to new partnerships that promote social cohesion. However, the conditions set out in the rules and policy requirements of the competitions could inhibit social cohesion by exclusion and conditions that may hinder interest. Although many studies focus on the value of choral activities and its contribution to social cohesion, this study fills the gap of exploring the role of choir competitions in fostering social cohesion. Recommendations include the need to foster an awareness of the role of school choir activities, which includes the selection of music, in encouraging nation-building. Furthermore, school choir competition policy should include clearer guidelines on social cohesion. It is recommended that training opportunities for conductors and adjudicators should be expanded and implemented to include musical development, but also focus on fostering a sensitivity to the complexity of cultural diversity and the power of choral activities to enhance nation-building and social cohesion in South Africa.<br>Thesis (PhD)--University of Pretoria, 2020.<br>pt2021<br>Humanities Education<br>PhD<br>Unrestricted
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Cunniff, Leanri. "Workplace bullying of South African employees : prevalence and the relationship with sense of coherence and diversity experiences / Leanri Cunniff." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6927.
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Workplace bullying is creating negative physical and psychological effects on employees and has a serious impact on the organisations’ bottom line. Workplace bullying has been related to excessive absenteeism, high employee turnover and hostile work environments. However, no recent studies on the prevalence of workplace bullying in the South African context are available. This is important because of the multicultural, multiracial composition of the South African workforce, and socio–demographic factors such as race, gender, age, education level and type of industry should be investigated to determine if differences exist with regard to the experience of workplace bullying. The personality resource, sense of coherence, should add an important element to this study, as the results could offer an important indicator for managers to change the employee’s environment in order to render the stimuli to which they are exposed more understandable, significant and manageable. In South Africa, diversity, multiculturalism, affirmative action and equal employment opportunity are words in common currency in a newly democratic country. Literature suggests that if diversity within African organisations is positively experienced, it could enhance harmony and effectiveness within that organisation.
The objectives of this study were to 1) determine the relationship between workplace bullying, socio–demographic characteristics, sense of coherence and diversity experiences according to the literature; 2) to determine how frequently employees in South Africa experience acts of workplace bullying; 3) to determine if there are significant differences between socio–demographic groups (including race, gender, age, education and industry) with regards to workplace bullying; 4) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regards to sense of coherence; and 5) to determine if there are significant differences between the different types of bullying (direct, indirect, supervisor and colleague bullying) with regard to diversity experiences. An availability sample (N = 13 911) was utilised to determine the prevalence of workplace bullying in a sample of South African employees. Frequencies were used to determine the prevalence of workplace bullying for the total sample and MANOVA was used to determine differences between the groups.
The results indicated that workplace bullying is a prevalent problem in South Africa, as people experience frequent overall bullying (4% reported being often bullied; 31,1% reported being always bullied). On the socio–demographic characteristics, Blacks experienced a higher level of workplace bullying in comparison with the other race groups, and men and women experience statistically significant differences with regards to workplace bullying. It was evident that older employees experience statistically significantly lower levels of bullying, and a statistically significant difference between those employees with a secondary and tertiary education was found. It seems that the highest levels of direct bullying by supervisors occurred in the government industry, followed by the mining industry. Individuals with a higher SOC experienced lower levels of bullying compared to individuals with a lower SOC. Statistically significant differences were found on all bullying dimensions with regards to diversity experiences.
Recommendations were made for future research and organisations.<br>Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2012.
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Fulford, Cynthia N. "Preparing students to work in a globally diverse world the relationship of college students' backgrounds and college experiences to their orientation toward diversity /." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245687600.
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King, Thelma C. "Post-secondary students' and work-site supervisors' perceptions of diversity experiences and needs of students in a school-to-work transition program." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162247/.
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Svenstrup, Grant Anne. "Engaging with Diversity in Hospitable Spaces : A Study on Lived Experiences of Community Theatrewith Refugees and Asylum Seekers in Leeds." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45699.
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An emphasis in political debates and much print media in the United Kingdom (UK) on perceived issues with ethnic, religious, and cultural diversity has contributed to a narrative of worry and fear. Despite such hostile discourse, people find ways of living together with diversity every day. The encounters which I am concerned with in the following degree project are taking place through community theatre with Mafwa Theatre in Leeds where women from asylum seeker, refugee, and wider communities are socialising and cooperating over fun and simple drama activities. The purpose of this thesis is to better understand the different participants’ lived experiences of the theatre space, how they view their role in the group, and how they perceive diversity in the group. The research questions are explored with qualitative research methods of individual interviews with Mafwa members, the facilitators, and a volunteer, participant observation during the weekly drama sessions, and document analysis of printed, online, and audio materials. With this degree project, I aim to contribute to the discussion about everyday multiculturalism and living with diversity in the UK. The theoretical framework consists of the concept of hospitality which helps me explore how hospitable spaces are shaped and negotiated by different contributors, and conviviality which embraces the complexity of social relations without romanticising them and can help us reach a better understanding of how to live together without a fear for each other’s differences. The findings show that the different participants view the drama group as a hospitable community of acceptance and respect within a hostile environment for asylum seekers and refugees at the national level. The space offers a well-needed opportunity for the women to have fun, develop their creative skills, and escape day-to-day concerns. Moreover, the study shows that besides being proud co-producers of artistic practice, all participants are also active co-creators of shaping the hospitable space and a ‘convivial culture’. Finally, despite misunderstandings and disagreements in the group, the participants express having bonded over similarities and learned from differences rather than describing diversity as something to fear.
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Reeves, Stephanie Lauren. "Whose good old days? Organizational approaches to history shape experiences for members of historically marginalized groups." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1561890999316546.
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Le, Roux Anke Renee. "Onderwysers se ervarings van die diverse voorskoolse agtergronde van graad 1- leerders." Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6600.
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Thesis (MEdPsych)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: In the twenty years since Namibia declared independence many changes have taken place, especially in die educational system. One of these changes has been in pre-school education. Public pre-school institutions have been done away with. Only private institutions remain to attempt to furnish the demand in this field. Limited access to pre-school education has an impact on school-readiness as learners from different educational backgrounds start Grade 1 together.
The primary purpose of this study is to collect the experiences of Grade 1 teachers, to analise those experiences and to describe them with reference to the diverse pre-school backgrounds of the learners.
Grade 1 teachers interact with learners from three backgrounds: those with formal pre-school education; those with non-formal pre-school education; and those with no pre-school education. The Grade 1 teacher's experiences is the problem studied and it is done with reference to these forms of pre-school education. It focuses on the opinions of the teachers as formulated in their own words.
A child's environment and early experiences, especially the level of education - or deprival thereof - has a marked effect on learning and development. Education in the early years of childhood can deliver an outstanding return on investment for a country. Phases of education should build on one another using syllabusses and working methods that work together. The logic is that a child should first be able to crawl before learning to walk and thus follow the right steps to the phonetics, spelling and writing required in Grade 1.
The cost of neglecting some of the elementary steps will be borne by the Grade 1 teacher when he/she is forced to set time aside to repair the foundation that should have been in laid in the pre-school years.
A qualitative research method was used to attain and analise the information in this study. Data was collected by studying relevant literature, using questionaires in interview situations and by conducting interviews with stakeholders. Data was analysed by doing content analysis of the transcripts from individual interviews and focus groups. The research takes the form of an interpretative epistemological construct as it focuses on the essence of the experiences of the Grade 1 teacher. It is an exploratory study that made use of a sample of the designated group.
Contributing factors, such as government policy, the curriculum, training of teachers, language, poverty, school, parents and learners, reveal guidelines for improving the classroom experiences of Grade 1 teachers.
This can be applied advantageously to the development of the educational sector. The study suggests that teachers and parents should collaborate more closely. It is further suggested that the curriculum be ammended to accommodate learners from diverse backgrounds leading to a more positive experience for Grade 1 teachers.
The findings show that the experiences of Grade 1 teachers are not taken into account by many people, especially judging by the available literature. It is important to acknowledge what these teachers experience as well as the role it plays in their classrooms. Their experiences lead to certain reactions and changes. The point made by this study is that Grade 1 teachers display a definitive experience in their classrooms and that it has an effect on their learners. The point of departure is to let the Grade 1 teacher distinguish between the different groups of learners in the classroom and empower him/her to support each individual to ensure a positive experience. Not all teachers will have such a positive experience with a diverse group. Before the burden becomes too heavy alternative teaching methods should be employed. There is a shortage of research in this field and further study on the experiences of the Grade 1 teacher is needed to deepen the provision of support. Although this is a limited study, it can possibly encourage further research.<br>AFRIKAANSE OPSOMMING: In die twintig jaar sedert Namibië se onafhanklikheidswording het baie veranderinge in die land plaasgevind, veral in die onderwysstelsel. Een van die veranderinge was die afskaf van openbare voorskoolse instellings. Slegs die private sektor voorsien steeds in dié behoefte.
Die beperkte toegang tot voorskoolse onderrig het egter 'n invloed op skoolgereedheid. Die leerders wat Graad 1 betree, kom uit verskillende onderrigsagtergronde.
Die primêre doelwit van hierdie studie is om die ervaringe van Graad 1-onderwysers te ondersoek, te analiseer en te beskryf aan die hand van hierdie diverse voorskoolse agtergronde van die leerders.
Die Graad 1-onderwyser het te doen met leerders uit drie agtergronde: dié met formele voorskoolse onderrig; dié met nie-formele voorskoolse onderrig; en dié met geen voorskoolse onderrig nie. Met verwysing na dié vorme van voorskoolse onderrig word die probleem van die Graad 1-onderwyser se ervaring in die klaskamer ondersoek. Dit fokus op die opinies van die Graad 1-onderwysers geformuleer in hul eie woorde.
'n Kind se omgewing en vroeë ervaringe, veral die vlak van opvoeding - of die ontneming daarvan - het 'n groot effek op 'n kind se leer en ontwikkeling. Opvoeding in die vroeë kinderjare is 'n belegging wat uitstaande resultate vir die land kan oplewer. Onderwysfases behoort op mekaar te volg met leerplanne en werkmetodes wat aanvullend saamwerk tot die kind se opvoeding. Die logika daaragter is dat 'n kind eers moet kruip voordat hy kan loop en net so behoort 'n kind die regte stappe te volg ten einde gereed te wees vir die klank-, spel- en skryfwerk wat in Graad 1 vereis word. Die afskeep van sekere elementêre stappe kan tot gevolg hê dat die Graad 1-onderwyser waardevolle tyd sal moet afstaan om die basis, wat gedurende die pre-primêre fase (of in die voorskoolse instelling) gelê moes word, dan nou in Graad 1 te lê. Dit beklemtoon die groot taak wat op die Graad 1-onderwyser se skouers rus.
'n Kwalitatiewe navorsingsontwerp is gebruik vir die verkryging en ontleding van inligting vir hierdie studie. Die data insamelingsmetodes sluit 'n literatuuroorsig, onderhoudsvraelyste en onderhoude met die betrokke rolspelers in. Data is geanaliseer met behulp van inhoud-analise van die transkripte uit die individuele en fokusgroep-onderhoude. Die navorsingstipe is 'n interpretatiewe epistemologiese konstruk omdat dit fokus op die essensie van die ervaringe van die Graad 1-onderwyser. Dit is 'n verkennende ondersoek en daar is gebruik gemaak van 'n doeldienende streekproefneming.
Uit die aanleidende faktore soos regeringsbeleid, kurrikulum, opleiding van onderwysers, taal, armoede, skool, ouers en leerders kom daar riglyne na vore vir die verbetering van die ervaringe van die Graad 1-onderwyser in die klas. Dit kan met vrug aangewend word in die ontwikkeling van die onderwyssektor. Die studie maak die aanbeveling dat daar 'n nouer samewerking tussen onderwysers en ouers moet wees. Verder word voorgestel dat die kurrikulum aangepas word om diverse leerders te akkommodeer wat positiewe ervaringe vir die Graad 1-onderwyser tot gevolg sal hê.
Die bevindinge toon aan dat die ervaringe van Graad 1-onderwysers in hul klaskamers nie deur baie mense in ag geneem word nie, veral as daar gekyk word na die literatuur. Dit is belangrik om te sien wat hul ervaar en watter rol dit speel in hul klaskamers. Hul ervaringe lei tot sekere reaksies en aanpassings wat hulle daagliks beleef. Die punt wat met hierdie studie gemaak word, is dat Graad 1-onderwysers 'n definitiewe ervaring in hul klaskamers openbaar wat só weer 'n uitwerking op die leerders het. Die uitgangspunt is om die Graad 1-onderwyser te laat onderskei tussen die verskillende groepe leerders in die klaskamer en sodoende in staat te stel om elkeen in die klas so te ondersteun vir 'n positiewe ervaring. Nie alle onderwysers gaan altyd met diverse leerders so 'n positiewe siening en ervaring hê nie. Voordat dit vir hul te veel raak moet alternatiewe benaderings en metodes gebruik word om leerders te onderrig. Ook wat hierdie aspek betref, is daar 'n tekort aan navorsing en is verdere ondersoeke oor die ervaringe van die Graad 1-onderwyser nodig, om sodoende die nodige ondersteuning te kan bied. Alhoewel hierdie 'n beperkte studie is, kan dit moontlike verdere navorsing aanmoedig.
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Samuelsson, Erik, and Ida Vainikainen. "Kulturkrockar inom vården – förståelse skulle minska smällen : En litteraturstudie om vårdpersonals erfarenheter av att vårda patienter med annan kulturell bakgrund." Thesis, Umeå universitet, Institutionen för omvårdnad, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100399.
Full textAbstract:
Bakgrund: Sverige blir mer och mer ett mångkulturellt land, då många av världens länder är centrum för kulturell globalisering. Detta medför att en större andel av personer i vårt land som söker sig till hälso- och sjukvården har utländsk härkomst och därmed ett annat språk och kultur. För att kunna tillfredsställa dessa patienters grundläggande behov och leverera en individanpassad vård, behövs ökad kompetens kring kulturella skillnader och likheter. Syfte: Syftet med denna litteraturstudie var att belysa vårdpersonals erfarenheter av att vårda patienter med annan kulturell bakgrund. Metod: I litteraturstudien har tio kvalitativa empiriska studier sammanställts och analyserats genom en innehållsanalys på manifest nivå. Sökningar av artiklar gjordes i CINAHL, PubMed och Ebsco – alla databaser. Resultat: Analysen resulterade i tre huvudteman med totalt 13 underteman. De tre huvudtemana var (1) språkbarriärer, (2) kulturella hot och (3) vårdens bristande beredskap. Vårdpersonal upplever att språkförbistringar medför svårigheter inom vårdandet av patienter med annan kulturell bakgrund. Patienter med annan kulturell bakgrund upplevs ha starkare emotionella uttryck, mannen är överhuvudet i familjen och anhöriga upplevs av många som störande. Vårdpersonal önskar lättillgängliga hjälpmedel och utbildning för att kunna leverera transkulturell vård till patienter. Slutsats: Att vårda patienter från andra kulturer kan kräva mer tid på grund av olika barriärer som måste övervinnas och kulturkrockar som kan uppstå. Kulturell kompetens är en nödvändighet för att kunna utföra transkulturell omvårdnad, vilket handlar om ett holistiskt synsätt inom vårdandet. Kunskap behöver levereras till all sjukvårdspersonal inom alla instanser för utveckling av kulturell kompetens, men för att kunna ta till sig kunskapen är första steget att rannsaka sig själv, sina fördomar och värderingar om patienter från andra kulturer.
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George, Munique. "A study of investigating organisational justice perceptions and experiences of affirmative action in a learning and development organisation." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5783_1320150285.
Full textAbstract:
There have been good arguments made for the development of aggressive affirmative action policies with the end goal of quickly moving black South Africans into corporate and high ranks within management of organisations. One of the central arguments in favour of aggressive AA policies is the risk of racial polarization post-apartheid should a quick fix not be initiated. It makes good business and economic sense for AA policies to be implemented as black consumers coupled with black managers will have the eventual end point of lower unemployment and crime, through job creation and security of the representative majority.
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Mayo, Jr James B. Jr. "Negotiating Curricular Boundaries And Sexual Orientation: The Lived Experiences Of Gay Secondary Teachers In West Central Florida." Scholar Commons, 2005. https://scholarcommons.usf.edu/etd/763.
Full textAbstract:
There is little known about the daily lives of gay teachers at school. Studies have been conducted in this area, but the wide range of individual life experiences makes it difficult to define the gay teacher experience. Gay teachers geographic location, gender, age,and race, are a few of those factors that will have a direct influence upon their lives.Therefore, I believe more focused, regional or case studies will yield better understandings of the lives that gay teachers lead at school.
Until now, no other study had investigated the lives of gay teachers in West Central Florida. I decided to focus this study on male teachers who teach in secondary schools because I believe the lesbian experience at school differs to such a degree to warrant aseparate study for them. I also believe that secondary teachers must confront controversial issues that are connected to the mandated curriculum and a more mature student audience that will be more apt to ask questions about those issues to a far greater extent than elementary school students.
The purpose of this study was to investigate the lived experiences of gay male teachers in West Central Florida and uncover their understandings of various key issues:the perceived impact of their sexual orientation on curricular decision-making, the perceived impact of their sexual orientation on classroom management, and their understandings of the perceived barriers to addressing homophobic language and coming out at school. After six months of conducting personal interviews, engaging in telephone conversations, and exchanging electronic mail messages with the seven participants inthis study, my analysis of the data resulted in the emergence of ten themes: (1) gay themed materials in the classroom, (2) interactions with students perceived to be gay, (3)separation of informants private lives from life at school, (4) informants perceptions ofproper conduct by a gay male teacher, (5) challenges and problems faced by the informants at school, (6) informants understandings of how students use homophobic language, (7) informants use of humor in the classroom, (8) informants relationships and interactions with colleagues at school, (9) informants perceptions of the acceptance of gay male teachers, and (10) informants perceived special talents of gay male teachers.
In the end, all seven informants shared their unique stories, but demonstrated some commonalities as well. All of them addressed gay-themed issues when they came up in class, all addressed homophobic language to some degree, and, with the exception of one individual, most agreed that it was best for gay male teachers to remain closeted at work, even if they personally wished that it could be different. I believe the one dissenting voice offers hope that at some time in the near future, gay male teachers will be able to be out at school despite the negative stereotypes that surround them. Further, the one dissenter demonstrated his ability to help all students better understand diversity, and his presence increases the possibility that someday teachers, administrators, and students will all be more open to accept the existence of and the performance of multiple forms of masculinity at school.