Journal articles: 'Diversity experiences'

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

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

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

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As higher education institutions grow as a commodity with diversified groups of local and international students, it is imperative for students, educators and policy makers to identify and address concerns that might arise from such amalgamation of cultures and experiences. In light of this interest, this article shares qualitative findings on how experiences of student isolation can cause deleterious effects on students' university learning experiences. In-depth interviews were conducted with a total of five Malaysian and International students to discuss their student isolation experiences and how it engaged them in the overall university learning experience. The findings disclosed key factors that can potentially cause student isolation in aspects of academic, social and emotional development, and these key factors were critically examined to identify mitigation measures. Findings from this study addressed clear evidence to how student isolation can negatively affect one's university learning experience, especially among international students who are not used to diverse education process, curriculum and expectations. UCSI University anchors great depth of interest in engaging students on holistic and successful university learning experience to ensure holistic development of graduates.

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Yakushiji, Fumika, and Atsushi Nakayama. "Diversity-oriented Symposium: Diversity Experiences through Study Abroad." YAKUGAKU ZASSHI 140, no. 1 (2020): 23–24. http://dx.doi.org/10.1248/yakushi.19-00186-f.

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

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Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.

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Fife, Kirsty, and Hannah Henthorn. "Brick Walls and Tick Boxes." International Journal of Information, Diversity, & Inclusion (IJIDI) 5, no. 1 (2021): 6–32. http://dx.doi.org/10.33137/ijidi.v5i1.34667.

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Archives Unlocked, the U.K. National Archives’ strategic vision for the archive sector, identifies the need for diversity to be embedded in all parts of the archives sector. As workers, we need to ensure that “the rich diversity of society is reflected in our archives’ collections, users and workers” (The National Archives, 2017, p.13). Despite strategic aims and investment in specific schemes (delivered by The National Archives, Creative Skillset, and the Heritage Lottery Fund) which seek to diversify the sector, there are still structural barriers which prevent the workforce from diversifying and realising these ambitions. In 2017, the authors of this paper began collaborating on a grassroots project to explore the experiences of archive workers from marginalised backgrounds. The project collected anonymous survey data from 97 people which explored experiences of work and qualification. As two archive workers who have experience of accessing the archive sector workforce via diversity bursaries and scholarship, we wanted our research to articulate a common set of frustrations that are often shared but rarely documented or consulted when developing diversity and inclusion strategies and schemes. By utilising lived experiences as our main research data in this paper, we re-centre discussions about diversity and inclusion around the lived experience of those currently on the margins of the archive workforce.

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Shukla, Dhirendra Mani, and Amita Mital. "Effect of firm’s diverse experiences on its alliance portfolio diversity: Evidence from India." Journal of Management & Organization 24, no. 5 (2016): 748–72. http://dx.doi.org/10.1017/jmo.2016.26.

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AbstractThis study examines the effect of diverse experiences on a firm’s alliance portfolio diversity (APD). Drawing on the organizational learning perspective, it argues that a firm’s learning from diverse experiences enables it to reap the benefits and mitigate the risks of high level of APD. Thus, an experienced firm may choose to form or maintain relationships with diverse partners to get the intended benefits of APD. In particular, the study hypothesizes that a focal firm’s product and international diversification experience, alliance experience, and alliance experience heterogeneity are positively associated with its APD. A longitudinal investigation of 90 Indian firms, for the period 2004–2014, provides support for all the hypothesized relationships. In general, findings, which are robust to multiple estimation methods, suggest that a firm’s diverse experiences influence its APD. Findings of this study contribute to the alliance portfolio and organizational learning literature by examining the experiential antecedents of APD.

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Johnson, David Kyle. "Why Religious Experience Cannot Justify Religious Belief." Socio-Historical Examination of Religion and Ministry 2, no. 2 (2020): 26–46. http://dx.doi.org/10.33929/sherm.2020.vol2.no2.03.

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Theists often claim that neither the diversity of religious experience nor natural explanations for religious experience can threaten the ability of religious experience to justify religious belief. Contrarily, this paper argues that not only do they pose such a threat, but religious experience and natural explanations for them completely undermine the epistemic justificatory power of religious experience. To establish this, the author first defines the supposed role of religious experience in justifying religious belief. Then the author shows how the diversity of religious experience raises an inductive problem that negates religious experience’s ability to justify religious belief. The author then shows that available natural explanations for religious experience do the same by simply providing better explanations of religious experiences (i.e., explanations that are more adequate than religious explanations of those experiences).

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Gill, Gurwinder Kaur, Mary Jane McNally, and Vin Berman. "Effective diversity, equity, and inclusion practices." Healthcare Management Forum 31, no. 5 (2018): 196–99. http://dx.doi.org/10.1177/0840470418773785.

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Demographics in Canada, and the workplace, are changing. These include population changes due to race, ethnicity, religion/faith, immigration status, gender, sexual identity and orientation, disability, income, educational background, socioeconomic status, and literacy. While this rich diversity can present challenges for patient experiences/outcomes and working environments, it can also present opportunities for positive transformation. For successful transformation to take place, strategies should focus on “Diversity, Equity, and Inclusion” (DEI) versus “diversity” alone and on creating inclusive team environments for positive staff experiences/engagement. There is a growing understanding of the relationship between the providers’ work environments, patient outcomes, and organizational performance. This article leverages the principle of improving the healthcare provider’s experience based on Health Quality Ontario’s Quadruple Aim (“people caring for people”). Based on learnings/experiences, the top three successful practices from the organization’s DEI strategy have been outlined in this article.

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Larsen, Svein, and Lena Mossberg. "Editorial: The Diversity of Tourist Experiences." Scandinavian Journal of Hospitality and Tourism 7, no. 1 (2007): 1–6. http://dx.doi.org/10.1080/15022250701225990.

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Martins, Luis L., Frances J. Milliken, Batia M. Wiesenfeld, and Susan R. Salgado. "Racioethnic Diversity and Group Members’ Experiences." Group & Organization Management 28, no. 1 (2003): 75–106. http://dx.doi.org/10.1177/1059601102250020.

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This study examines the effects of a group’s racioethnic diversity on its members’ experiences in two organizational contexts: one that is relatively heterogeneous in racioethnicity and another that is more homogeneous. Additionally, this study examines the effects of diversity on the deeper level trait of collectivism, in both contexts. The authors propose that the extent of racioethnic diversity in the organizational context will determine whether group members pay attention and react to racioethnic category differences or focus on deeper level differences in values and attitudes within their groups. Consistent with this notion, it was found that a group’s racioethnic diversity has stronger negative effects on its members’ experiences in the more homogeneous context than in the more heterogeneous one. The authors also found that a group’s diversity in collectivism has significant negative effects on its members’ experiences in the more heterogeneous context but not in the more homogeneous one.

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Warren, Jennifer. "Diversity in Dietetics Matters." Critical Dietetics 4, no. 2 (2019): 38–50. http://dx.doi.org/10.32920/cd.v4i2.1023.

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The dietetics profession is comprised of practitioners who understand the relationship between food and health. Registered Dietitians (RDs) can work in a variety of fields ranging from acute care hospitals, food service institutions, community settings, and research or marketing arenas. A wide variety of populations are served by RDs, including minority populations. Several minority populations such as African Americans and Hispanics tend to be at higher nutritional risk, and often have higher rates of obesity and chronic diseases, such as diabetes, hypertension, and cardiovascular disease. Despite the fact that these disparities tend to be related to nutrition, the RDs who serve these populations tend to be primarily white and female (96%). This problem has been addressed within the profession for decades and little progress has been made. The success of white RDs treating non-white patients has been questioned and could lead to lower quality of care. The purpose of this study was to investigate the perceptions and experiences of minority dietitians throughout their education. Barriers that prohibit minorities from entering the field were also be explored. To explore this phenomenon, minority female dietitians were interviewed to investigate their perceptions of the field and their higher education experience. This work answers the question: What are the experiences of minority female professional dietitians regarding training, education, and practice? Using Critical Race Theory (CRT) as the lens, results showed that minorities have had disgraceful treatment in their higher education and internship experiences and have had to work harder than their white peers.

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Ho, Christina. "Everyday Diversity." Cosmopolitan Civil Societies: An Interdisciplinary Journal 6, no. 2 (2015): 134–50. http://dx.doi.org/10.5130/ccs.v6i2.3964.

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The Cosmopolitan Civil Societies Journal has been an important forum for discussing issues around cultural diversity. Articles on cultural diversity have been present in virtually every issue of the journal. These have ranged from conceptual pieces on cosmopolitanism, identity, dialogue, prejudice, pluralism, cultural and social capital and social inclusion, to articles embedded in empirical research on ethnic precincts and segregation in cities, experiences of religious minorities, immigrant entrepreneurs, and more. Over its five year history, the journal has also had themed editions on cultural diversity issues, including one on embracing diversity in sport, and another on the Chinese in Australian politics. The scope of this work has been wide, and authors have brought a range of disciplinary and methodological approaches to the journal. The purpose of this paper is to draw together some of the work that has been published around cultural diversity, particularly relating to everyday experiences of cosmopolitanism and racism. Focusing on everyday social relations has been an important part of recent scholarship on cultural diversity in Australia (e.g. Wise and Velayutham 2009). In contrast to research framed around multicultural policy or mediated representations of diversity, the scholarship of the ‘everyday’ aims to explore people’s lived experiences and daily interactions with others.

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Ihsen, Susanne, and Xiangyun Du. "Diversity concepts and experiences in engineering education." European Journal of Engineering Education 34, no. 5 (2009): 409. http://dx.doi.org/10.1080/03043790903281763.

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HORTON, Emiko Hirose. "My Experiences in JSEE Diversity Working Group." Journal of JSEE 67, no. 5 (2019): 5_111. http://dx.doi.org/10.4307/jsee.67.5_111.

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William E. Piland, Shelly Hess, Ale. "STUDENT EXPERIENCES WITH MULTICULTURAL AND DIVERSITY EDUCATION." Community College Journal of Research and Practice 24, no. 7 (2000): 531–46. http://dx.doi.org/10.1080/10668920050139695.

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Mpofu, Elias, and Debra A. Harley. "Tokenism and Cultural Diversity in Counselors: Implications for Rehabilitation Education and Practice." Journal of Applied Rehabilitation Counseling 31, no. 1 (2000): 47–54. http://dx.doi.org/10.1891/0047-2220.31.1.47.

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Minority counselors are an important resource for diversity sensitive rehabilitation services. However, their work-related experiences have not been the subject of study in the rehabilitation literature. Tokenism theory is utilized to explore possible work-related stress experienced by minority counselors. Specifically, minority counselors may experience the tokenism effects of visibility, contrast, role encapsulation, and assimilation from their interaction with majority counselors and from their self-perceptions. Counselor education in work-place diversity and an asset approach to counselor utilization should enhance the perceived quality of the work environment by both minority and majority counselors.

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Atay, Ahmet. "Merit, Diversity, and Resilience." Departures in Critical Qualitative Research 8, no. 4 (2019): 30–34. http://dx.doi.org/10.1525/dcqr.2019.8.4.30.

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In this narrative-based response essay, my goal is to contribute to discussions of merit and diversity while highlighting the international/queer scholar perspective. I present my experiences in US higher education and communication studies. In particular, I narrate lived experiences that were shaped or impacted by whiteness and US-centric ideals about merit and scholarship. Hence, I present a critique of the discipline from an international scholar perspective.

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Marie, Jakia, and Kimberly N. Sanders. "Diversity Competence within Faculty-Led Study Abroad Programs." JCSCORE 4, no. 2 (2019): 90–111. http://dx.doi.org/10.15763/issn.2642-2387.2018.4.2.90-111.

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Previous studies have noted the positive role studying abroad has played in the lives of students; however, there are clear disparities in the structure of faculty- led study abroad programs that limit students’ ability to fully maximize the usefulness of these experiences. Focusing on the role of faculty leaders in study abroad programs, this paper critically examines extant literature related to student experiences studying abroad. Through our examination of existing research, we conclude that it is essential for faculty to be more competent in relation to diversity and be aware of their positionality and the intersecting identities of their students before departing to the host country. We argue this prerequisite creates a more equitable and optimal learning experience for students.

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Virden, Randy J., and Richard Schreyer. "Hiker Diversity in Backcountry Areas—Implications for Planning and Management." Western Journal of Applied Forestry 3, no. 2 (1988): 49–52. http://dx.doi.org/10.1093/wjaf/3.2.49.

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Abstract The level of experience, desired psychological experiences, and management preferences were compared among hikers in three backcountry primitive areas. Significant differences in all three sets of variables among study areas suggest that recreationists choosing the same Recreation Opportunity Spectrum (ROS) land class are seeking a variety of experiences. The authors argue that more information is needed by managers and planners about the nature of in-class diversity, an issue which is often overlooked in current ROS planning. West. J. Appl. For. 3(2):49-52, April 1988.

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McCarver, Zachary, Shelby Anderson, Justine Vosloo, and Sebastian Harenberg. "Diversity Characteristics and Experiences of Discrimination in Certified Mental Performance Consultants." Sport Psychologist 33, no. 3 (2019): 228–31. http://dx.doi.org/10.1123/tsp.2018-0126.

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The purpose of the present study was to explore diversity characteristics and experiences of discrimination in certified mental-performance consultants (CMPCs). The results of a questionnaire (N = 260) indicated that CMPCs remain a rather homogeneous population (>80% White, heterosexual, and able-bodied). Female and non-White consultants were significantly more likely to experience discrimination in the field. The findings indicate that minorities remain underrepresented among CMPCs. In addition, the profession is in need of interventional strategies to prevent experiences of discrimination in applied sport psychology.

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English, Ross, and Kieran Fenby-Hulse. "Documenting Diversity: The Experiences of LGBTQ+ Doctoral Researchers in the UK." International Journal of Doctoral Studies 14 (2019): 403–30. http://dx.doi.org/10.28945/4328.

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Aim/Purpose: This article provides a much needed insight into the experiences of doctoral researchers in the UK that identify as Lesbian, Bisexual, Gay, Trans-, Queer, or outside of heteronormative or cis-normative identities (LGBTQ+) to address the question of what support, culture, and pedagogy might better support doctoral researchers who identify as LGBTQ+. Background: While experiences of LGBTQ+ students in UK Higher Education have been explored in recent studies, the experiences of doctoral students have not been differentiated, documented, or analyzed. Methodology: Through an online questionnaire sent to UK institutions, this study captures and reflects on the diverse experiences of doctoral education. The study took a predominantly phenomenological approach, placing the focus on understanding how individual researchers experienced their working environment. Contribution: This questionnaire offers a ‘campus climate’ study, providing a much-needed insight into the experiences of doctoral researchers in the UK in 2017. The study also highlights the importance of acknowledging the diversity of doctoral researchers and adapting supervisory and institutional support to meet the differing needs of doctoral researchers. It considers themes such as the impact of the working environment, experiences of macroaggressions and harassment, the need for researchers to work internationally, and the visibility of role models. The complex nature of the supervisor-student relationship is also considered throughout. Findings: Although many LGBTQ+ doctoral students felt they were studying in a supportive institution, the questionnaire highlights a diverse range of inclusivity issues as well as direct instances of homophobic and/or transphobic behavior. Recommendations for Practitioners: From this questionnaire, it is concluded that there is a need for a critical examination of systems and spaces in which doctoral education takes place and the implementation of systems and spaces that are inclusive. There is a need for all those involved in doctoral education to understand how identifying as a LGBTQ+ researcher can impact on your experience of doctoral education. And, finally, there is a need for better LGBTQ+ visibility, better representation, and better mentoring. Recommendation for Researchers: If doctoral education is to meet the needs of an increasingly diverse workforce, research needs to take into account the views and experiences of minority and marginalized groups that may challenge or be in tension with the views of the larger research population. Impact on Society: As the demographic of the doctoral researcher population diversifies, it is increasingly important that our approach to doctoral education and the systems and processes that underpin doctoral education are adapted to meet the needs of that diverse population. Future Research: There is potential scope for future studies to focus specifically on issues of intersectionality, disciplinary differences, health and wellbeing, representation, voice, and agency, as well as productivity, attainment, and career development of LGBTQ+ doctoral researchers.

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Leder, Helmut. "Acknowledging the diversity of aesthetic experiences: Effects of style, meaning, and context." Behavioral and Brain Sciences 36, no. 2 (2013): 149–50. http://dx.doi.org/10.1017/s0140525x12001690.

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AbstractArt can be experienced in numerous ways, ranging from sensory pleasure to elaborated ways of finding meaning (Leder et al. 2004). However, rather ignored by Bullot & Reber (B&R), in empirical aesthetics several lines of research have studied how knowledge of artistic style, descriptive and elaborate information, expertise, and context all affect aesthetic experiences from art. Limiting aesthetics to rather rare experiences unnecessarily narrows the scope of a science of art.

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Hu, Conghui, and Yu-Jane Liu. "Valuing diversity: CEOs' career experiences and corporate investment." Journal of Corporate Finance 30 (February 2015): 11–31. http://dx.doi.org/10.1016/j.jcorpfin.2014.08.001.

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Kelly, Hilarie. "Somali women's immigration experiences: A study in diversity." Women's Studies 17, no. 1-2 (1989): 57–61. http://dx.doi.org/10.1080/00497878.1989.9978791.

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Vähäkangas, Auli, and Annette Leis-Peters. "On the Need of Conviviality: Experiences of Religious Diversity of Nordic Youth." Exchange 47, no. 1 (2018): 71–89. http://dx.doi.org/10.1163/1572543x-12341468.

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Abstract This article studies young people’s experiences of religious diversity in two Nordic localities in Finland and in Norway. In the Nordic discourse, the concept of conviviality gained importance through the lwf’s policy document Seeking Conviviality in 2013. Haugen’s three “Rs”, respect, relationality and reciprocity will be used as a starting point for the analysis of the experiences of young people. The aim of the study is to understand how young people experience religious diversity and what these experiences can contribute to Haugen’s reformulation of conviviality. The results show that conviviality tends to be more easily discussed than practised. They indicate that living in the same neighbourhood with youth from other religious traditions helps to face religious diversity but that this coexistence does not in itself generate reciprocity. Rather, in order to really live together there is a need to get to know each other’s practices and values more deeply.

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Užpalienė, Daiva, and Vilhelmina Vaičiūnienė. "ERASMUS Students Experiences in Linguistic Diversity and Multicultural Communication." Verbum 3 (February 6, 2012): 101–13. http://dx.doi.org/10.15388/verb.2012.3.4973.

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The promotion of students’ mobility in the EU has had a huge impact in recent years in Lithuania, which has now become one of the countries with more students going abroad on an ERASMUS programme. Apart from being a means of studies and communication, languages offer access to cultural knowledge, diverse social and cultural identities and also contribute to cross-cultural communication both within Europe and with the rest of the world. The experiences gained while studying and living in another country give students a better sense of what it means to be a European citizen. The paper presents an analysis of the survey findings into MRU Erasmus Exchange students’ (20 respondents) reflections and communication experience through different languages in multicultural environment in host countries. The survey focuses both on students’ benefits and challenges they have encountered while applying their knowledge and language skills in the study process and everyday communication.

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Romanowski, Michael H., Reem K. Abu-Shawish, and Nora Merouani. "Principals’ perspectives on faculty diversity in Qatar’s government schools." Educational Management Administration & Leadership 47, no. 5 (2018): 730–48. http://dx.doi.org/10.1177/1741143218759089.

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Globalization requires the Gulf Cooperation Countries (GCC) to experience numerous economic, social, and educational changes. In particular, Qatar’s unprecedented economic growth has created a flow of high- and low-skilled expatriate workers resulting in a significant imbalance between nationals and expatriates. The implications are evident in Qatar’s government schools where approximately 72% of teachers are expatriates and 99% of the principals are Qatari nationals. Although diversity can enrich schools, it could create conflicts that might hamper the school’s success. Despite the large body of research on school leadership and student diversity, little is written about principals and faculty diversity especially within the GCC. Semi-structured interviews were used to explore 20 Qatari principals’ perspectives regarding their understandings of diversity and experiences with faculty diversity. Findings demonstrate that principals perceive diversity in terms of nationality. They experienced positive and negative influences of diversity and are confronted with challenges that often center on ethnical and cultural issues. Principals addressed how they manage the issues of nationality, culture, and equality. The study suggests that school leadership in a multicultural society such as Qatar demands more competencies to manage faculty diversity. Several recommendations are offered for principals for working with a diverse faculty.

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Bell, Myrtle P. "Anti-blackness, surface-level diversity continues to matter: what must we do?" Equality, Diversity and Inclusion: An International Journal 39, no. 7 (2020): 749–59. http://dx.doi.org/10.1108/edi-06-2020-0160.

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PurposeThis paper discusses the author's perceptions of anti-blackness, her research on “surface-level” diversity and her recommendations for faculty, administrators and allies.Design/methodology/approachThe paper is a personal account, drawn from the author's background and experiences teaching and studying diversity. It discusses research on American Blacks' unique experiences with police violence and discrimination in employment, housing, customer service, healthcare and education consistent with anti-blackness.FindingsAnti-blackness pervades Blacks' everyday experiences, including in academic institutions.Research limitations/implicationsThis paper is a viewpoint paper. Researchers should study anti-blackness, looking specifically at Blacks' organizational and societal experiences.Practical implicationsThe author provides suggestions for faculty regarding sharing their research findings, teaching about anti-blackness in diversity, human resources, organizational behavior, management and other courses along with mentoring doctoral students. Recommendations for administration to help ensure that Black faculty are hired, valued and supported are also provided.Social implicationsEfforts to identify, acknowledge and dismantle anti-blackness are critical to Blacks and are important to improving diversity, inclusion and equity in society.Originality/valueThis paper provides the author's perspective on anti-blackness, using her personal perceptions and experiences, coupled with research evidence. The author provides suggestions for faculty and administrators based on decades of research and experience in the field and being Black in an anti-black society.

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Gichiru, Wangari. "An Examination of Somali Parents’ Interaction with Public Schools: Complicating Family Diversity in Educational Contexts." Journal of Family Diversity in Education 2, no. 1 (2016): 37–51. http://dx.doi.org/10.53956/jfde.2016.77.

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In this article I examine the experiences of recently immigrated Somali refugee families in their interaction with U.S. urban public schools where their children attend school. The experience of Somali refugees in the U.S. complicates the notion of family diversity, which goes beyond race, ethnicity, class and gender to include differences in family structures and processes as well. With increasing diversity in public schools, there is a need for the teaching community to develop dispositions and understandings that are inclusive of various dimensions of family diversity. Immigrant experiences in the U.S. combined with the specific context of Somali refugee immigrants adds a nuanced dimension of diversity, especially in educational contexts where families must interact with schools on a regular basis. This study suggests that teachers must acquire knowledge of diversity among families and their complex, often changing structures and processes so that they can better understand and attend to the needs of Somali students.

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Rhee, Byung Shik, and Inseo Lee. "The Effect of Diversity Experiences and Structural Diversity on Multicultural Attitude of College Students." Korean Educational Research Association 57, no. 2 (2019): 197–225. http://dx.doi.org/10.30916/kera.57.2.197.

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Botes, Vida. "An inside look at the process of diversity in a South African accounting department in recent decades." Accounting History 23, no. 1-2 (2017): 151–71. http://dx.doi.org/10.1177/1032373217710501.

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At the end of apartheid in South Africa, universities had to diversify their student population. This autoethnography tells the story of one tertiary institution where the diversification process happened in a fair and transparent manner. Can lessons be learned from the way the institution (staff and students) implemented diversity? The purpose of this article is to contribute to accounting history, using a woman’s voice to recount and analyse challenges that the head of the accounting department faced in diversifying. Reflecting on the experiences helps to progress past the experience and provide an understanding of social capital harvested to enable diversification. The diversification process within the South African context is unique and contrasts to other diversity studies, as it focuses on the marginalisation and/or exclusion faced by a majority group when taken into a dominant minority group setting. This study has implications for those facing increased diversity in education due to globalisation.

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Wright, Alan N., and Jan Tolan. "Prejudice Reduction through Shared Adventure: A Qualitative Outcome Assessment of a Multicultural Education Class." Journal of Experiential Education 32, no. 2 (2009): 137–54. http://dx.doi.org/10.1177/105382590903200204.

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This study is a qualitative analysis of student learning outcomes from an experiential multicultural education class at a public university. The class brought together students from diverse backgrounds and used adventure education methods to achieve multicultural education goals. The class combined adventure-based experiences from ropes courses or wilderness trips with community exploration assignments, papers, and class discussions on diversity issues. Students (n = 134) wrote a final reflective essay on the learning experiences from the class. The essays were analyzed using content analysis to assess key learning events and learning outcome themes. Results show positive outcomes in personal identity, group experience, diversity awareness, and prejudice reduction. Students also indicated transfer of learning to nonclassroom contexts. The study reports statistically significant relationships between specific experiential learning events and diversity outcomes.

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Ozasir, Sibel. "Entrepreneurial Diversity: Contextual Variety of Entrepreneurial Identities and Experiences." Academy of Management Proceedings 2020, no. 1 (2020): 13392. http://dx.doi.org/10.5465/ambpp.2020.13392abstract.

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Mitten, Denise. "Healthy Expressions of Diversity Lead to Positive Group Experiences." Journal of Experiential Education 12, no. 3 (1989): 17–22. http://dx.doi.org/10.1177/105382598901200304.

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Taylor, Tracy. "Cultural Diversity and Leisure: Experiences of Women in Australia." Loisir et Société 24, no. 2 (2001): 535. http://dx.doi.org/10.7202/000194ar.

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Ball, Geoff, Brian Stephenson, Geoff Smith, Leigh Wood, Mary Coupland, and Kathryn Crawford. "Creating a diversity of mathematical experiences for tertiary students." International Journal of Mathematical Education in Science and Technology 29, no. 6 (1998): 827–41. http://dx.doi.org/10.1080/0020739980290605.

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Stalker, Sylvia. "Cross‐Cultural Experiences and Preservice Teachers' Openness to Diversity." Teaching Education 9, no. 2 (1998): 139. http://dx.doi.org/10.1080/10476210.1998.10335509.

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Solís, Patricia, Joy K. Adams, Leslie A. Duram, et al. "Diverse Experiences in Diversity at the Geography Department Scale." Professional Geographer 66, no. 2 (2013): 205–20. http://dx.doi.org/10.1080/00330124.2012.735940.

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Hernandez, Paul R., Anna Woodcock, Mica Estrada, and P. Wesley Schultz. "Undergraduate Research Experiences Broaden Diversity in the Scientific Workforce." BioScience 68, no. 3 (2018): 204–11. http://dx.doi.org/10.1093/biosci/bix163.

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Aberson, Christopher L. "Diversity experiences predict changes in attitudes toward affirmative action." Cultural Diversity and Ethnic Minority Psychology 13, no. 4 (2007): 285–94. http://dx.doi.org/10.1037/1099-9809.13.4.285.

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Hu, Shouping, and George D. Kuh. "Diversity Experiences and College Student Learning and Personal Development." Journal of College Student Development 44, no. 3 (2003): 320–34. http://dx.doi.org/10.1353/csd.2003.0026.

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Reeves, Terrie C., Arlise P. McKinney, and Laila Azam. "Muslim women’s workplace experiences: implications for strategic diversity initiatives." Equality, Diversity and Inclusion: An International Journal 32, no. 1 (2012): 49–67. http://dx.doi.org/10.1108/02610151311305614.

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Cole, Darnell, and Shafiqa Ahmadi. "Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences." Journal of Higher Education 81, no. 2 (2010): 121–39. http://dx.doi.org/10.1080/00221546.2010.11779045.

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Bowman, Nicholas. "College Diversity Experiences and Cognitive Development: A Meta-Analysis." Voprosy Obrazovaniya/ Educational Studies Moscow, no. 2 (2013): 88–132. http://dx.doi.org/10.17323/1814-9545-2013-2-88-132.

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Carver, Nicole, and Bernadette Ward. "Spirituality in pregnancy: a diversity of experiences and needs." British Journal of Midwifery 15, no. 5 (2007): 294–96. http://dx.doi.org/10.12968/bjom.2007.15.5.23410.

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Kakabadse, Nada K., Catarina Figueira, Katerina Nicolopoulou, Jessica Hong Yang, Andrew P. Kakabadse, and Mustafa F. Özbilgin. "Gender Diversity and Board Performance: Women's Experiences and Perspectives." Human Resource Management 54, no. 2 (2015): 265–81. http://dx.doi.org/10.1002/hrm.21694.

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Bowman, Nicholas A. "College Diversity Experiences and Cognitive Development: A Meta-Analysis." Review of Educational Research 80, no. 1 (2010): 4–33. http://dx.doi.org/10.3102/0034654309352495.

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Whitfield, Margot, and Deborah I. Fels. "Inclusive Design, Audio Description and Diversity of Theatre Experiences." Design Journal 16, no. 2 (2013): 219–38. http://dx.doi.org/10.2752/175630613x13584367984983.

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Stalker, Sylvia. "Cross-Cultural Experiences and Preservice Teachers' Openness to Diversity." Teaching Education 9, no. 2 (1998): 139. http://dx.doi.org/10.1080/1047621980090222.

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Journal articles on the topic 'Diversity experiences'

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