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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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van der Aa, Maartje J., Jennifer R. van den Broeke, Karien Stronks, and Thomas Plochg. "Patients with Multimorbidity and Their Experiences with the Healthcare Process: A Scoping Review." Journal of Comorbidity 7, no. 1 (2017): 11–21. http://dx.doi.org/10.15256/joc.2017.7.97.
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Background The number of patients with multimorbidity (two or more conditions) is increasing. Observational research has shown that having multiple health problems is associated with poorer outcomes in terms of health, quality of care, and costs. Thus, it is imperative to understand how patients with multimorbidity experience their healthcare process. Insight into patient experiences can be used to tailor healthcare provision specifically to the needs of patients with multimorbidity. Objective To synthesize self-reported experiences with the healthcare process of patients with multimorbidity, and identify overarching themes. Design A scoping literature review that evaluates both qualitative and quantitative studies published in PubMed, Embase, MEDLINE, and PsycINFO. No restrictions were applied to healthcare setting or year of publication. Studies were included if they reported experiences with the healthcare process of patients with multimorbidity. Patient experiences were extracted and subjected to thematic analysis (interpretative), which revealed overarching themes by mapping their interrelatedness. Results Overall, 22 empirical studies reported experiences of patients with multimorbidity. Thematic analysis identified 12 themes within these studies. The key overarching theme was the experience of a lack of holistic care. Patients also experienced insufficient guidance from healthcare providers. Patients also perceived system-related issues such as problems stemming from poor professional-to-professional communication. Conclusions Patients with multimorbidity experience a range of system- and professional-related issues with healthcare delivery. This overview illustrates the diversity of aspects that should be considered in designing healthcare services for patients with multimorbidity.
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Koffer, Rachel, Kristina Dickman, and Thomas Kamarck. "High Stressor Exposure and Low Stressor Diversity Are Linked to Higher Blood Pressure Across Age." Innovation in Aging 4, Supplement_1 (2020): 653. http://dx.doi.org/10.1093/geroni/igaa057.2251.
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Abstract Stress exposure is linked to elevated blood pressure, which increases risk for cardiovascular disease (Spruill, 2010; WHO, 2013). Stress exposure may be especially harmful when concentrated in one particular domain (i.e., low stressor diversity) (Koffer, et al., 2016). Using a diversity index, we test whether high stressor exposure and low stressor diversity is associated with high resting blood pressure. Participants (N=391, aged 40-64 years) completed four days of hourly self-report of stressful experiences (e.g., work task demand, non-work task demand, arguments, interpersonal tension), with clinic blood pressure separately assessed. Linear regression results indicate older adults experienced lower stressor diversity (B = -0.003, p =.003). Further, higher stressor exposure with lower stressor diversity related to higher diastolic blood pressure (B= -7.21, p=.046). Experiencing high stress concentrated in one domain may increase risk of high blood pressure. We discuss how low stressor diversity may help explain age-related risk of cardiovascular disease.
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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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Banning, Jennifer. "Reflections on Field Experiences Related to Diversity Issues: Illinois State's Undergrad FCS Teaching Methods Course." Journal of Family & Consumer Sciences 105, no. 4 (2013): 29–34. http://dx.doi.org/10.14307/jfcs105.4.8.
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Szécsi, Tünde. "Diversity in Elementary Schools in Hungary." Hungarian Cultural Studies 1 (January 1, 2008): 44–62. http://dx.doi.org/10.5195/ahea.2008.10.
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This article reports on views among Hungarian administrators, teacher educators, mentor teachers and teacher candidates concerning diversity, and explores their related life experiences. The views of 28 participants were examined with Q methodology and follow-up interviews. Results of the Q methodology suggest there were three distinguishing viewpoints. Viewpoint 1 tended to be supportive of diversity issues, Viewpoint 2 appeared to have ethnocentric attitudes, and Viewpoint 3 tended to be culturally sensitive, yet, focused on family responsibilities. Follow-up interviews indicated that the life-experiences of participants associated with the three viewpoints were significantly dissimilar. This investigation provides directions in developing more effective teacher preparation to better address the challenges of increasingly diverse students in Hungary.
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Surette, Tanya. "Too Scared to Teach: Secondary Students’ Insights into Educators Silencing and Stigmatization of Gender and Sexual Diversity in Public Schools in Alberta, Canada." Journal of Contemporary Issues in Education 14, no. 2 (2019): 33–49. http://dx.doi.org/10.20355/jcie29367.
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Despite a growing awareness of the disparities experienced by gender and sexual minority students related to academic attainment and well-being, some teachers continue to avoid discussing gender and sexual diversity. Through the use of narrative inquiry, this study captured the experiences of six secondary students pertaining to the general absence of discussions of gender and sexual diversity and the misinformed way this controversial topic was being handled at school. These students attributed their teachers’ silence to fear, being uneducated, and apathy. Through encountering the student narratives, implications for teachers aspiring to create inclusive learning spaces for this population are shared.
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Maksimainen, Johanna P., Tuomas Eerola, and Suvi H. Saarikallio. "Ambivalent Emotional Experiences of Everyday Visual and Musical Objects." SAGE Open 9, no. 3 (2019): 215824401987631. http://dx.doi.org/10.1177/2158244019876319.
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Art brings rich, pleasurable experiences to our daily lives. However, many theories of art and aesthetics focus on specific strong experiences—in the contexts of museums, galleries, and concert halls and the aesthetic perception of canonized arts—disregarding the impact of daily experiences. Furthermore, pleasure is often treated as a simplistic concept of merely positive affective character, yet recent psychological research has revealed the experience of pleasure is far more complicated. This study explored the nature of pleasure evoked by everyday aesthetic objects. A mixture of statistical and qualitative methods was applied in the analysis of the data collected through a semi-structured online survey ( N = 464). The result asserts the experience of emotional ambivalence occurred and was composed of a variety of nuanced emotions and related association, rather than just a combination of contradicting emotions. Such paradoxical pleasure is defined as a self-conscious hedonic exposure to negative emotions in art reception. The study also depicted four types of attitudinal ambivalence: loss, diversity, socio-ideology, and distance, reflecting contextual elements intertwined into experience, and the connection between ambivalence and intense emotional experience.
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Ouellette-Schramm, Jennifer. "Developmentally Distinct Learning Experiences Among Adult English Language Learners." Adult Learning 30, no. 2 (2018): 67–77. http://dx.doi.org/10.1177/1045159518816678.
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Many adult English language learners (ELLs) aspire toward postsecondary educational programs but do not go on to obtain college credentials after beginning classes in Adult Basic Education (ABE) or community college English as a second or other language classes to prepare for college-level English. Understanding how adult ELLs experience learning in such programs may help programs support adult ELL persistence. A lens that has illuminated qualitative differences in adult learning experience is that of constructive-developmental theory (CDT). This small qualitative case study used a CDT lens and grounded theory to investigate developmental perspectives and learning experiences among nine ABE ELLs in a college preparation class. Data included two qualitative interviews per participant, demographic questionnaires, and reading scores. Findings included notable developmental diversity among participants and qualitatively distinct learning experiences related to finding motivation, ways of learning, and navigating challenge. This article discusses these different learning experiences, including supporting developmentally diverse adult ELLs.
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Zhang, Tingting. "Co-creating tourism experiences through a traveler’s journey: a perspective article." Tourism Review 75, no. 1 (2019): 56–60. http://dx.doi.org/10.1108/tr-06-2019-0251.
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Purpose This perspective article aims to summarize research on value co-creation and tourism experience management from the past decades and to propose several future research priorities related to the topic. Design/methodology/approach This perspective article reviews the previous work and offers a process model on co-creating tourism experiences through a traveler’s journey. In addition, the article proposes five future research priorities related to value co-creation strategies in tourism experience management. Findings This perspective article depicts value co-creation activities during the pre-, mid-, and post-travel stages and proposes five research priorities: (1) big data and real-time co-creation will become ubiquitous in future travel experiences, (2) social media will continue to empower travelers throughout their travels, (3) human–robot interactions will increase for travelers’ co-creation activities, and (4) the diversity of travelers and younger generations (Generation Z) will impact co-created travel journeys. Originality/value Co-creation of tourism experiences has been increasing in the travel industry. It is necessary to review what has been said in the past and to project future research priorities and directions for travel academia and practitioners.
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Wessendorf, Susanne. "Migrant belonging, social location and the neighbourhood: Recent migrants in East London and Birmingham." Urban Studies 56, no. 1 (2017): 131–46. http://dx.doi.org/10.1177/0042098017730300.
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Scholars examining different aspects of migrant settlement have long recognised the importance of questions around how newcomers forge a sense of connectedness to the society in which they settle. This article contributes new knowledge by focusing on three factors which shape migrants’ sense of belonging: firstly, the immigration-related diversity of the neighbourhood in which they settle; secondly, the migrants’ social location in regards to race, gender, religion and language; and thirdly, migrants’ previous experiences of migration-related diversity. Drawing on theories around civility, cosmopolitanism and migrant ‘place making’, and by comparing recent migrants in Birmingham and East London, the article focuses on the role of social interactions and encounters in public space. While migrants who had little previous experiences of diversity go through a process of multicultural adaptation when settling in ethnically diverse areas, others stressed the need to live in areas characterised by visible diversity because of fear of racism. Furthermore, their sense of belonging was also shaped by previous experiences of exclusion in countries of transit migration. The findings highlight that it is not necessarily the ethnic make-up of a city overall which impacts on a migrants’ sense of belonging, but it is the neighbourhood, the immediate locality in which migrants live and the nature of social interactions with other residents in such areas which crucially impacts on their sense of inclusion or exclusion.
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Zanfrini, Laura. "How Europe can Benefit from Immigration-Related “Diversity” – a Policy Paper." Peace Economics, Peace Science and Public Policy 22, no. 3 (2016): 295–326. http://dx.doi.org/10.1515/peps-2016-0021.
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AbstractThis article is based on a selection of the findings and insights emerging from “DIVERSE,” diversity improvement as a viable enrichment resource for society and economy, a research-project realized with the aim of contributing to “reinvent” the European migrants’ integration model, in order to sustain both the positive interethnic coexistence and the long-term development of European societies. Implemented from January 2014 to June 2015 in 10 EU countries – Estonia, Finland, Germany, Hungary, Italy, the Netherlands, Poland, Portugal, Spain, and Sweden –, characterized by very different migration experiences, the project had identified three major levers to maximize migrants’ potential contribution: (1) enhancing the recognition of migrants’ skills, knowledge and competences (here after: SKC); (2) promoting the awareness of the advantages provided by the implementation of diversity management (here after DM) practices; (3) improving migrants’ civic and voluntary involvement. After a presentation of the theoretical premises on which the project was based (Sections 1–2) and the description of the project activities (Section 3), the article will focus on both the major impacts and the critical insights emerged in relation of each lever (Section 4); finally, it will develop some policy implications in order to make these levers crucial components of a wider strategy aimed at benefiting from immigration-related “diversity,” reinforcing both the economic competitiveness and the social cohesion of European society (Section 5).
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Giesler, Mark. "Teaching Note: Cultural Immersion in the Classroom: Using Consciousness-Raising Groups to Enhance Diversity Competence." Journal of Baccalaureate Social Work 18, no. 1 (2013): 173–81. http://dx.doi.org/10.18084/basw.18.1.h78464664v23mw32.
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Cultural immersion experiences enhance the diversity competence of social work students. This teaching note details the use of a consciousness-raising group to replicate the cultural immersion experience within the Human Behavior and the Social Environment classroom. Through a series of self-reflective activities, students in the class recognized and articulated their own oppressions and privileges relevant to the various “isms” covered in the course. Qualitative data consisting of focus group transcripts and journal entries offered challenges and opportunities related to implementing this teaching strategy in the classroom.
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Lee, Soomi, Emily Urban-Wojcik, and David Almeida. "Diversity Matters for Health: Activity Diversity, Emodiversity, Stressor Diversity, and Happyversity." Innovation in Aging 4, Supplement_1 (2020): 652. http://dx.doi.org/10.1093/geroni/igaa057.2247.
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Abstract Aging theories suggest that diversity of experiences relates to social integration, cognitive reserve, and more psychological resources, all of which are important for successful aging. However, age-related declines may contribute to a monotonous daily life. Emerging studies suggest that activity diversity and positive emotional diversity are associated with better health; yet, we still know little about how a variety of diverse lifestyle indicators are associated with health in adulthood. This symposium showcases contemporary endeavors towards understanding how multiple diversity indicators of adult lifestyle relate to health. Paper 1 examines activity diversity (breadth and evenness of daily activity participation) and tests its associations with overall and nightly sleep health. Paper 2 investigates the relationship between activity diversity and hippocampus volume. Paper 3 examines whether there are age-related differences in the extent to which positive emodiversity attenuates the association between stress and depressive symptoms. Paper 4 examines stressor diversity and how it is associated with blood pressure across age and SES. Paper 5 introduces a novel concept of happyversity (diversity in life satisfaction across different domains) and tests its association with terminal decline. These papers use different project datasets that include different populations of middle-aged and older adults, such as the Midlife in the United States Study, Intraindividual Study of Affect, Health and Interpersonal Behavior, Study of Health and Interactions in the Natural Environment, and German Socioeconomic Panel Study. At the end of these presentations, Dr. Almeida will discuss their theoretical and methodological contributions, and consider challenges and opportunities for future research.
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Altosino, Annmarie, and Jennifer L. Armstrong. "The Effects of a Service Learning Workshop on the Intellectual Life of Graduate Students in Communication Disorders." Perspectives on Issues in Higher Education 17, no. 1 (2014): 27–35. http://dx.doi.org/10.1044/aihe17.1.27.
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Service learning experiences provide students with the opportunity to utilize academic knowledge and develop professional skills related to higher level thinking, self-esteem, and the development of future workplace skills while assisting with a community's needs. A service learning project was developed to study its effects on graduate students studying communication disorders. Thirty-one graduate students assisted in the development and facilitation of a workshop focusing on the prevention of communication disorders for “at-risk” families. A survey and focus group were used to assess experienced and inexperienced graduate students' ability to utilize, apply, and develop academic, clinical, and personal skills related to students' diversity attitudes, engagement in the community, and interest in prevention. Overall findings indicate growth in all areas of assessment; specifically, students showed an increase in the development of clinical, personal, and academic skills; knowledge of prevention and related activities; and a greater understanding for the importance of prevention in communication disorders. Results suggest that participation in service learning experiences enhances students' academic, clinical, personal, and content-related knowledge, and increase their awareness and appreciation for their discipline.
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Lowe, Maria R., Reginald A. Byron, and Susan Mennicke. "The Racialized Impact of Study Abroad on US Students’ Subsequent Interracial Interactions." Education Research International 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/232687.
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Using an online survey of American undergraduate students, this paper serves as a case study of a liberal arts college located in the Southern United States (US) to explore the effects of studying abroad on students’ attitudes and behavior related to diversity upon their return to campus. We find that white students and students of color report significantly different study abroad experiences and distinct patterns related to their likelihood to engage with racial, but not other forms of, diversity when they return to their home university. Specifically, students of color are more likely than white students to report that their study abroad experiences have increased the likelihood that they interact more frequently with individuals from different racial backgrounds in a number of campus contexts. Utilizing existing literature and our qualitative data, we address possible reasons for these racialized patterns.
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Tamam, Ezhar. "Race-Related Diversity Experiences in Lifelong Learning: Impacts on Undergraduates’ Intercultural Sensitivity and Interracial Bridging Social Capital." Procedia - Social and Behavioral Sciences 46 (2012): 1756–60. http://dx.doi.org/10.1016/j.sbspro.2012.05.373.
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Tamam, Ezhar, and Ain Nadzimah Abdullah. "Influence of ethnic-related diversity experiences on intercultural sensitivity of students at a public university in Malaysia." Asia Pacific Education Review 13, no. 3 (2012): 519–28. http://dx.doi.org/10.1007/s12564-012-9212-2.
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Hernandez, Frank, and Joanne M. Marshall. "“Where I came from, Where I am Now, and Where I'd like to Be”: Aspiring Administrators Reflect on Issues Related to Equity, Diversity, and Social Justice." Journal of School Leadership 19, no. 3 (2009): 299–333. http://dx.doi.org/10.1177/105268460901900303.
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This study explores student reflections about issues related to equity, diversity, and social justice from an educational foundations course. Online reflections and course assignments were analyzed from 15 aspiring administrators for patterns. Findings indicate that (1) students were willing to engage and reflect on their experiences and cultural identity, (2) students used their worldviews as filters for these experiences, (3) students were not necessarily willing to experience discomfort for the sake of learning about difference, and (4) students thought about their identities in a range of distinct developmental ways. If educational administration programs are to prepare future administrators who are reflective practitioners and critical thinkers working for social justice, professors must prepare these individuals to acknowledge their cultural identity and its implications for the schools they lead, and professors must account for their students’ developmental differences in class.
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Russell, Jared A. "Enhancing Graduate Student Research, Recruitment, and Retention via a Summer Research Experience." Kinesiology Review 9, no. 4 (2020): 343–48. http://dx.doi.org/10.1123/kr.2020-0037.
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Programs that provide student research experiences at the undergraduate level are an impactful means of recruiting and preparing students for graduate academic programs. Notably, such programs, when combined with faculty mentorship, exposure to graduate-school-level academic curricula, and socialization experiences, are considered crucial to the effective recruitment and retention of students from diverse cultural backgrounds into science, technology, engineering, and mathematics (STEM)-oriented graduate academic programs. This work outlines the strategic efforts of Auburn University’s School of Kinesiology to enhance its graduate student diversity recruitment and retention processes. Highlighted are the School of Kinesiology’s goals and guiding principles related to diversity and inclusion initiatives. A detailed description of the centerpiece of this effort, the Future Scholars-Summer Research Bridge Program, is provided. Additionally, related Future Scholars-Summer Research Bridge Program topics are discussed, including securing donor support, aligning the program with institutional strategic goals, forming institutional or academic program partnerships, and addressing administrative and logistical challenges.
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Cuklanz, Lisa, and Ali Erol. "Queer Theory and Feminist Methods: A Review." Investigaciones Feministas 11, no. 2 (2020): 211–20. http://dx.doi.org/10.5209/infe.66476.
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Feminist research methodologies seek to conduct research that aligns with the political and social project of feminism. These research methodologies specifically focus on women's voice, experiences, and contributions, center a feminist perspective and adopt premises and assumptions of a feminist worldview. Some of these premises—raising critical consciousness, encouraging social change, and emphasizing a diversity of human experience related to gender at the intersection of race, sexuality, and other categories of identity—align with the premises and assumptions of queer theory. Since both feminist and queer research methods aim to centralize the experiences of people marginalized under racist, sexist, heterosexist, patriarchal, and imperialist conditions, both methods seek decentralization of and liberation from such experiences in research methodologies. While this paper will briefly discuss these important points of alignment between feminist methods and queer theory, the main purpose will be to distinguish these two broad approaches and to outline what queer theory additionally brings to the table.
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Kwong, Kenny. "Work, stress, and well-being of healthcare and human service professionals during outbreak of COVID-19." International Journal of Healthcare 7, no. 2 (2021): 15. http://dx.doi.org/10.5430/ijh.v7n2p15.
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Objective: This study explored the level of occupational stress experienced by healthcare and human service professionals during COVID-19 pandemic and assessed if their personal characteristics, occupational stressors, job satisfaction, and their satisfaction with diversity of staff composition, salary, and compensation influenced their perceived stress, and their physical and psychological well-being.Methods: A total of 227 healthcare and human service professionals participated in an online survey from March to August 2020. Participants provided background and job-related information and completed several measures to explore their perceived stress, job experiences, occupational stressors, as well as their physical and psychological problems. Bivariate analyses were used to assess the relationships between perceived stress, occupational stressors, satisfaction with job salary and compensation, satisfaction with diversity of staff composition, overall job satisfaction, and physical and psychological problems. Stepwise multiple regression analyses were performed to identify predictors of perceived stress and physical and psychological problems.Results: The study found a significant correlation between level of job satisfaction, satisfaction with diversity of staff composition, and satisfaction with job salary and compensation. Perceived stress was related positively with occupational stressors and physical and psychological problems, but negatively with overall job satisfaction, satisfaction with diversity of staff composition, and satisfaction with job salary and compensation. The findings found occupational stressors and being younger as significant predicators of perceived stress. Occupational stressors and female gender were significant predicators of experience of physical and psychological problems.Conclusions: This study provides understanding on critical factors that have impacted healthcare and human service professionals’ stress and wellbeing during outbreak of COVID-19 pandemic. These factors should be further investigated to inform public policy and interventions that mitigate health and mental health problems among these professionals during this and future outbreaks.
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Artavia-Aguilar, Cindy Vanessa, and Luis Roberto Campos-Hernandez. "Diversidad: Una mirada desde las concepciones del colectivo profesional en orientación. Retos y desafíos." Revista Electrónica Educare 20, no. 3 (2016): 1. http://dx.doi.org/10.15359/ree.20-3.22.
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Social changes and new world paradigms require reflection on professional interventions in an increasingly diverse context. The analysis of the theory and practice of professional work in Guidance becomes a priority constant. This research aims to collect conceptions built on the diversity concept by a group of counselors during their professional excersice and from their experiences in the Costa Rican Education System and the research also tries to define the interventions and professional conditions necessary to meet diversity, as a concept, from the discipline. The research has a qualitative approach; it was performed with 10 professionals in Guidance of the Costa Rican Education System. They were selected by convenience and were interviewed using an open question questionnaire. The information obtained was systematized and presented in three categories related to analysis matrices: diversity concept, diversity in Counseling professional intervention and proposals and conditions to approach diversity from the discipline. The main findings focus on the reflection of professional work in developing the concept diversity as a socio-personal construct, the interventions rooted in daily practice and professional features to address diversity that are related to knowledge, sensitivity, innovation , flexibility, professional ethics and vocation.
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Kitano, Margie K., and Katie S. Pedersen. "Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field." Journal for the Education of the Gifted 25, no. 3 (2002): 269–89. http://dx.doi.org/10.1177/016235320202500304.
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This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.
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Kandiuk, Mary. "Promoting Racial and Ethnic Diversity among Canadian Academic Librarians." College & Research Libraries 75, no. 4 (2014): 492–556. http://dx.doi.org/10.5860/crl.75.4.492.
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This study examines racial and ethnic diversity among Canadian academic librarians and discusses the findings of a nationwide survey. The survey posed questions related to equity plans and programs as well as recruitment practices for academic librarians from equity-seeking groups with a focus on Aboriginal and visible/racial minority librarians. It explored the needs and experiences of Aboriginal and visible/racial minority librarians employed in Canadian academic libraries by examining questions of organizational climate, mentoring, institutional support, advancement opportunities, and the roles of library associations. The findings reveal a need for more diversity awareness and training and leadership with respect to diversity on the part of academic libraries and the profession at large in Canada.
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Truitt, Anjali R., and Cyndy R. Snyder. "Racialized Experiences of Black Nursing Professionals and Certified Nursing Assistants in Long-Term Care Settings." Journal of Transcultural Nursing 31, no. 3 (2019): 312–18. http://dx.doi.org/10.1177/1043659619863100.
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Introduction. This study explores the ways in which racism-related stress affects the well-being and career trajectories of Black nursing professionals and certified nursing assistants and their strategies for coping with such stress. Method. Semistructured interviews were conducted to explore racism-related stress and coping strategies. Data were analyzed using content analysis. Results. Findings illuminate how Black nursing professionals and certified nursing assistants experience both subtle and explicit racism in the workplace from a variety of actors, including patients, peers, and supervisors. Coping strategies included consultation with personal support systems, such as friends outside of work or family members. Participants described barriers to advancement, including disparate educational and mentoring experiences, and a lack of policies or standards to address racial bias and discrimination in their work settings. Discussion. Facilitating diversity in nursing and supporting nursing professionals of color requires multipronged approaches that include collaborations between education systems and employers.
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Holck, Lotte. "Affective ethnography: reflections on the application of “useful” research on workplace diversity." Qualitative Research in Organizations and Management: An International Journal 13, no. 3 (2018): 218–34. http://dx.doi.org/10.1108/qrom-11-2016-1456.
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PurposeThe purpose of this paper is to critically reflect on the affective entanglement of both researcher and practitioners in a study of workplace diversity with a transformative agenda.Design/methodology/approachEvents and experiences related to interventions in a municipal center are presented. The study is embedded in critical diversity research and applies engaged ethnographic methods.FindingsThe researcher reflects on how interventions designed to challenge the status quo faced difficulties while considering the impact of the research entry point, efforts to mobilize organizational members in favor of a diversity agenda and the micro-politics of doing intervention-based research.Practical implicationsThe study reflects on how “useful” research with an allegedly emancipatory agenda might not be considered favorable to neither majority nor minority employees. The notion of affectivity is applied to deal with the organizational members’ multi-voiced response to the change efforts, as well as how the researcher’s position as researcher-change agent critically shaped the fieldwork experiences and their interpretation.Originality/valueFew critical diversity scholars engage with practitioners to produce “useful” research with practical implications. In doing so, this paper contributes to critical diversity methods by exploring why presumably emancipatory initiatives apparently did not succeed, despite organizational goodwill. This involves questioning the implied assumption of the inherent “good” of emancipation, as well as notions of “useful research.”
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Haeger, Heather, and Carla Fresquez. "Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences." CBE—Life Sciences Education 15, no. 3 (2016): ar36. http://dx.doi.org/10.1187/cbe.16-01-0016.
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Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.
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Furman, Wyndol. "The Emerging Field of Adolescent Romantic Relationships." Current Directions in Psychological Science 11, no. 5 (2002): 177–80. http://dx.doi.org/10.1111/1467-8721.00195.
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Romantic relationships are central in adolescents' lives. They have the potential to affect development positively, but also place adolescents at risk for problems. Romantic experiences change substantially over the course of adolescence; the peer context plays a critical role as heterosexual adolescents initially interact with the other sex in a group context, then begin group dating, and finally have dyadic romantic relationships. Adolescents' expectations and experiences in romantic relationships are related to their relationships with their peers as well as their parents. Although research on adolescents' romantic relationships has blossomed in the past decade, further work is needed to identify the causes and consequences of romantic experiences, examine the diversity of romantic experiences, and integrate the field with work on sexuality and adult romantic relationships.
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Morven, Frank, and J. Barton Cunningham. "Recruiting and retaining of Indigenous Probations Officers." Equality, Diversity and Inclusion: An International Journal 39, no. 2 (2019): 145–65. http://dx.doi.org/10.1108/edi-06-2019-0183.
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Purpose The purpose of this paper is to define different types of culturally commensurate experiences, events, activities and interventions which Indigenous people find relevant for improving cultural diversity. Design/methodology/approach Based on interviews and surveys with Indigenous Probations Officers, the authors define a framework of nine experiences and events relevant to the organization, team and cultural development. Findings The key finding lies in proposing a framework of what Indigenous Probation Officers finding lies view as commensurate experiences, activities or interventions which recognize their cultural context (American Psychological Association, 2003). Research limitations/implications The key limitations to this study are the size of the sample and the inability to conclusively argue that the framework of experiences developed can claim to represent those important for improving recruitment and retentions of all Indigenous Probation Officers. Further exploratory research of this type is necessary to add to this research in guiding future research and practice. Practical implications The definition of a multicultural experiences offered here might be useful in encouraging Probation Officers and others in developing a deeper appreciation of cultures of Indigenous peoples and other groups. Social implications The purpose is to better understand an Indigenous perspective on enhancing a connection to culture within the Corrections system. Originality/value Rather than using a list of competencies to shape behaviors and experiences that people practice, the underlying assumption is to encourage cultural multiculturalism framework competency development by focusing on experiences and events important to objectives related to improving diversity.
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McKay, Fiona H., Megan Bugden, Matthew Dunn, and Chantelle Bazerghi. "Experiences of food access for asylum seekers who have ceased using a food bank in Melbourne, Australia." British Food Journal 120, no. 8 (2018): 1708–21. http://dx.doi.org/10.1108/bfj-04-2018-0271.
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Purpose The purpose of this paper is to explore the experiences of asylum seekers who were entitled to use a foodbank but who had ceased attending the service, to understand why they were not using the charity, and to investigate their food-related experiences. Design/methodology/approach This study employed a mixed-method approach utilising telephone interviews. Interviews were conducted with 70 asylum seekers in Melbourne, Australia, between September 2015 and February 2016. Interviews explored food-related settlement experiences, food insecurity and experiences of hunger. Findings Two-thirds of participants were identified as experiencing food insecurity. Despite food and financial insecurity, participants were not using the foodbank as frequently as they were entitled as: the food was not culturally or religiously appropriate to them; asylum seekers with income felt uncomfortable taking food from others who were perceived to be in greater need; or because they were experiencing transport barriers. Participants also experienced a range of physical and mental health concerns. Originality/value Ensuring asylum seekers have access to culturally appropriate foods and services is essential. However, given the diversity in foodbank membership, it may not be feasible to provide all of the desired foods at no cost; instead, increased access to culturally appropriate foods may be achieved through a subsidy programme. Novel or alternative approaches to community engagement and food distribution may be needed to increase food security and to decrease hunger in this group.
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Mears, Derrick. "High School Physical Education and Physical Activity in Young Women." Perceptual and Motor Skills 104, no. 3 (2007): 844–54. http://dx.doi.org/10.2466/pms.104.3.844-854.
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This study assessed if high school physical education experiences were related to physical activity behaviors of young women in college. Undergraduate women from three universities ( N = 949) were surveyed concerning their experiences in high school physical education and their physical activity in six areas, aquatics, individual activities, physical conditioning, outdoor adventure, rhythmic activities, and team activities. Analysis indicated that women who completed courses with a diverse curriculum containing content from four of the six categories investigated reported significantly more cardiovascular endurance activities and individual/team sports participation than respondents who completed courses with low curriculum diversity. Results indicate that providing diverse curricular experiences for girls in high school physical education is associated with higher physical activity as young adults.
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Becker, Felicitas, and P. Wenzel Geissler. "Searching for Pathways in a Landscape of Death: Religion and AIDS in East Africa." Journal of Religion in Africa 37, no. 1 (2007): 1–15. http://dx.doi.org/10.1163/157006607x166564.
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AbstractThe commonalities of eastern Africa's history from colonial occupation to the formation of nation states and their post-postcolonial decay, the region's shared experiences with the religions of the book—fist Islam and later Christianity—and its shared struggle with the physical, social, political and epistemological predicament of HIV/AIDS, make East Africa, with its cultural and historical diversity, a suitably coherent field to study the relationship between religion and the experience of AIDS-related suffering. The papers in this issue explore how AIDS is understood and confronted through religious ideas and practices, and how these, in turn, are reinterpreted and changed by the experience of AIDS. They reveal the creativity and innovations that continuously emerge in the everyday life of East Africans, between bodily and spiritual experiences, and between religious, medical, political and economic discourses. Countering simplified notions of causal effects of AIDS on religion (or vice versa), the diversity of interpretations and practices inserts the epidemic into wider, and more open, frames of reference. It reveals East Africans' will and resourcefulness in their struggle to move ahead in spite of adversity, and goes against the generalised vision of doom widely associated with the African AIDS epidemic. Finally, it shows that East Africans understand AIDS not as a singular event in their history, but as the culmination of a century-long process of changing spiritual imaginaries, bodily well-being and livelihoods. Intimately connected to political history and economic fortunes, it presents itself at present as an experience of loss and decay, yet it remains open-ended.
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Toms, Ozalle Marie, Kim Reddig, and Stephanie Jones-Fosu. "Assessing the diversity-related professional development needs of pre-service teachers." Journal for Multicultural Education 13, no. 3 (2019): 236–48. http://dx.doi.org/10.1108/jme-03-2019-0029.
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Purpose The purpose of this study was to assess the diversity-related professional development needs of pre-service teachers in our college. According to a report released in 2017 by the National Center for Educational Statistics (NCES), minorities accounted for 20 per cent of all public elementary and secondary school teachers in the United States during the 2015-2016 school year. The same report noted that 51 per cent of all public elementary and secondary school students in the USA were nonwhite during the same school year. Schools will continue to become increasingly more diverse as it relates to the student population. Students of color are expected to make up 56 per cent of the student population by 2024 (Digest of Education Statistics, 2013). With the changing demographics of US schools, pre-service teachers must be prepared to teach, interact and support students and families whose cultures, beliefs and lifestyles may differ from their own. Cultural competence is having an awareness of one’s own cultural identity perceptions and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families (Muñoz and Graybill, 2015). The mere presence of diverse communities on college campuses is not sufficient in promoting positive educational outcomes related to diversity (Museus, 2008). Design/methodology/approach Qualitative survey research was used to assess diversity related professional development needs of pre-service teachers. Students were asked an open-ended question: ‘Please list topics of diversity training that should be offered to students in the college’ After the question, a text box was provided to allow respondents to provide a unique answer. This approach, as opposed to providing a list of predetermined responses to select from gave respondents the freedom to say exactly what they felt should be offered. Findings After analyzing the 163 open-ended responses provided by students six themes emerged. The themes were offering diversity-related professional development in the areas of disability/mental illness, cultural competence/awareness, LGBTQAI+/gender, facilitating conversations about diversity, discrimination and race/ethnicity. Research limitations/implications The sample came from one university; therefore, the results may not be generalizable to other predominantly white universities. Future research should collect data at other universities or the schools within the university system to determine the needs for other campuses. The results of such a study will always be limited in scope but they do describe the needs at the targeted University. The response rate was low, 24 per cent. The reasons for the low response rate are unclear. Other survey techniques, such as mail surveys or face-to-face meetings, may be more successful in obtaining a higher response rate. Practical implications Teacher preparation programs should assess students’ perceptions, knowledge and experiences as it relates to diversity, and survey pre-service teachers to determine gaps in the diversity training currently being offered. Diversity training must be intentional to prepare pre-service teachers to meet the demands of the diverse classroom. Social implications Future research should aim to assess pre-service teachers’ beliefs about diversity throughout the entirety of teacher preparation programs by assessing pre-service teachers in multiple classes and participants who attend independent diversity training opportunities. To address the rapid increase in cultural and ethnic diversity in education worldwide, pre-service programs should target and challenge pre-service teachers’ beliefs to assure equitable education to diverse students. Originality/value The paper that has been submitted is an original research that was conducted by the first author. The first and second authors used manual coding for data analysis.
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Chow, Bik C. "Moving on? Elite Hong Kong Female Athletes and Retirement from Competitive Sport." Women in Sport and Physical Activity Journal 10, no. 2 (2001): 47–81. http://dx.doi.org/10.1123/wspaj.10.2.47.
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The purpose of the research was to study the transitional experiences of elite female athletes who are going through the process of athletic retirement. Using a life history approach, six former and six current athletes in Hong Kong were interviewed. Semi-structured interviews were utilized based on the Schlossberg’s (1981, 1984) transition model. Data were analyzed using typology and constant comparison methods. Diversity and commonality in the experiences of women withdrawing from elite sports competition were found. The life history approach was effective in illustrating the ways in which Hong Kong female athletes feel and think about career end, with a transition from competition to retirement evident as part of career passing. Content analysis of interviews revealed several salient themes related to sports retirement. Key distinctions across projected and experienced retirement were associated with a woman’s being an immigrant athlete, entering early into sport, and pursuing an education. Athlete status also affected transition to retirement and lifestyle after an elite sports career.
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Reagan, Timothy. "The promotion of linguistic diversity in multilingual settings." Language Problems and Language Planning 25, no. 1 (2001): 51–72. http://dx.doi.org/10.1075/lplp.25.1.04rea.
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The South African case raises a number of important issues of concern for those interested in language policy and language planning: issues of multilingualism, linguistic diversity, linguistic integration, linguistic equity, and language rights. South Africa is fascinating for those interested in matters of language because it is characterized by elements of both the ‘developed’ and the ‘developing’ worlds, and thus, to some extent, provides us with a microcosm of the broader international issues related to language. In the years since the 1994 election, South Africa has begun seriously and thoughtfully to address many of the challenges related to language and language policy that will face virtually all societies in the next century. Its experiences in this regard are both telling and significant, and have far broader implications for other societies. This article provides a brief discussion of the historical use of language policy and language planning in the South African context, and explores recent developments in South Africa with respect to language policy. Finally, it identifies and discusses possible lessons for efforts to promote linguistic diversity in multilingual settings.
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Quinn-Lee, Lisa, and Leah Olson-McBride. "The Effect of Domestic Immersion Experiences on Levels of Cultural Competence." Journal of Baccalaureate Social Work 17, no. 1 (2012): 119–32. http://dx.doi.org/10.18084/basw.17.1.42502t5224m0g720.
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Although information regarding the importance of fostering cultural competence in future practitioners exists in a variety of disciplines, limited data exists concerning the effect of experiential learning opportunities. This research sought to determine the effect that domestic immersion has on levels of cultural competence among undergraduate social work students from a predominantly rural area of the Upper Midwest of the United States. The authors collected quantitative data via pre-and post-trip administrations of a modified version of the Miller-Guzman Universality-Diversity Scale short form and qualitative data in the form of participants' responses to questions related to expectations and assumptions about cultural and racial aspects of life in the host culture. The results indicate that domestic immersions are associated with changes in universal diverse orientation.
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Muller, Mirza. "Culture, emotions and narratives in education for cultural diversity: A sociocultural approach." Psihologija 49, no. 4 (2016): 415–29. http://dx.doi.org/10.2298/psi1604415m.
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Developing a reflexive stance on personal emotions and experiences relating to otherness is one of the main goals of innovative pedagogical activities designed to combat racism. This novel socio-constructivist approach to cultural diversity in education seems an interesting alternative to essentialist approaches, as it involves the learner and uses reflexivity to foster change. However, little is yet known about the psychosocial effects of introducing emotions and personal experiences into the learning environment. In this paper, adopting a sociocultural theoretical framework, we describe two pedagogical settings in which students? emotions and personal experiences were addressed in a multicultural context. The results of our first study showed that, in some teacher-student interactions, students? verbalized emotions were articulated in a more generic discourse. Working with emotions can therefore lead to what we call a secondarization process, whereby personal experiences are related to collective and conceptualized knowledge. However, these pedagogical practices may also generate unexpected outcomes that hinder learning. The second study explored the structuring effect of (self-)narratives, viewed as psychological instruments. These findings are discussed with a view to informing the debate on the role of emotional aspects in education, and sociocultural research in psychology examining the complex interplay between individual and cultural dimensions in learning.
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Hogansen, Jennifer M., Kristin Powers, Sarah Geenen, Eleanor Gil-Kashiwabara, and Laurie Powers. "Transition Goals and Experiences of Females with Disabilities: Youth, Parents, and Professionals." Exceptional Children 74, no. 2 (2008): 215–34. http://dx.doi.org/10.1177/001440290807400205.
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This study examined the influence of gender on the transition goals and experiences of female students with disabilities. Data were gathered from 146 participants, including female youth with disabilities (n = 67), parents of young women with disabilities (n = 34), and professionals who work with them (n = 45). Findings suggest that females with disabilities have unique experiences related to (a) type of transition goals established for them; (b) factors that shape these transition goals, such as self-perception, mentors, peers, family, and exposure to opportunities; (c) sources of support and impediments to transition to adulthood, such as special education personnel and programs; and (d) contextual issues, such as cultural and linguistic diversity. Practice and future research implications are discussed.
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Jaafar, Syaiful Baharee, and Mohd Mohid Rahmat. "Trends of Board Diversity: Who Sits in a Boardroom?" Asia-Pacific Management Accounting Journal 16, no. 2 (2021): 129–58. http://dx.doi.org/10.24191/apmaj.v16i2-05.
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The diversity of a board provides good information for decision-making. In addition, having individuals from different backgrounds and having unique knowledge sets, experiences and skills lead to better governance. The objective of this study was to investigate trends of diversity in the boardroom in publicly listed Malaysian companies. The study was conducted on a sample of 337 companies listed on Bursa Malaysia with 674 observations from 2015 & 2016. The findings show that the diversity of boards with respect to gender, age, education, and ethnicity is beneficial. Most corporations prefer to appoint men to the board of directors. The results of the study show that when it comes to age and ethnicity, diversity becomes a priority for companies to compete in the open market. In addition, the findings indicate that knowledge, which is related to education and qualifications, is a very important element for sitting in the boardroom. In addition, education, diversity has a positive significance in a family firm. Family members need to be better qualified to ensure that the company is able to survive in the market for longer periods. Keywords: board diversity, family firm, education diversity, age diversity
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Liu, Chiao-Wei. "Exploring Diverse Voices in the Classroom." General Music Today 33, no. 2 (2019): 97–99. http://dx.doi.org/10.1177/1048371319896038.
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With the increasing diverse student population in the United States, schools across the country face the challenge of addressing cultural diversity in the classroom. While this topic is not new in the field of music education, researchers argue that voices of minoritized groups remain absent in most music programs. Even if different music cultures are introduced, they often reinforce existing racial/ethnic stereotypes. In this column, I would like to share one concept that I found helpful in addressing diversity in the classroom. Through my own work, I learned that the music with which students engage outside the classroom affords rich potential to discuss issues related to diversity. Inviting students to bring in music that matters to them helps them develop their own voices and to recognize and respect different voices, through which we acknowledge the complexity and multiplicity of how diversity plays out in human experiences.
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Lavaysse, Lindsey, Tahira Probst, and David Arena Jr. "Is More Always Merrier? Intersectionality as an Antecedent of Job Insecurity." International Journal of Environmental Research and Public Health 15, no. 11 (2018): 2559. http://dx.doi.org/10.3390/ijerph15112559.
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As modern workplace environments are becoming increasingly diverse, the experiences of disenfranchised employees have become a topic of great interest to scholars and business professionals alike. While the experiences of individuals with singular stigmatized identities have been well-established, a dearth of research has assessed how intersectionality, i.e., holding multiple stigmatized identities, combine and intertwine to shape workplace experiences. We contribute to a growing literature on intersectionality by assessing the extent to which employees identifying with multiple stigmatized identities may constitute a risk factor for the experience of job insecurity, a prevalent and potent economic stressor. Additionally, we propose that job insecurity will partially mediate the relationship between intersectionality and a variety of adverse workplace outcomes associated with increased job insecurity perceptions. In order to test these hypotheses, we collected survey data from 449 employed individuals within the United States over two timepoints. Results of the tests of our direct and indirect hypotheses revealed that individuals with more stigmatized identities reported greater perceptions of job insecurity, and intersectionality indirectly affected workplace outcomes via this heightened job insecurity. Our results highlight a new antecedent of job insecurity for consideration and is meant to motivate others to approach diversity-related research questions with multiple identities in mind, in an effort to encapsulate the full spectrum of one’s experience based on their identity makeup.
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Magalhães, Rosana, and Mônica de Castro Maia Senna. "Local implementation of the Family Health Program in Brazil." Cadernos de Saúde Pública 22, no. 12 (2006): 2549–59. http://dx.doi.org/10.1590/s0102-311x2006001200005.
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This article discusses the implementation of the Family Health Program in the municipalities of Camaragibe, Aracaju, São Gonçalo, and the Federal District of Brazil, aiming to identify possible interfaces between the program's shaping and different incentives structures, the local health system's case-resolving capacity, experiences with social participation, and accountability mechanisms. The article shows that aspects related to the constitution of local health systems in terms of the quantitative and qualitative supply of services, technical and management training within the Municipal Health Department, investment in other levels of care, and local political traditions are crucial variables for understanding the diversity of experiences in the implementation of the Family Health Program.
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Felder, Pamela. "The Philosophical Approach of Sankofa: Perspectives on Historically Marginalized Doctoral Students in the United States and South Africa." International Journal of Doctoral Studies 14 (2019): 783–801. http://dx.doi.org/10.28945/4463.
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Aim/Purpose: This work contributes to the expansion of dialogue on doctoral education research in the United States, South Africa, and within the context of higher education internationalization. There is an emphasis on identifying and reinterpreting the doctoral process where racial and cultural aspects have been marginalized by way of institutional and systemic exclusion. An underlying premise is to support representation of marginalized doctoral student experiences to raise questions about participation and contributions within the dialogue on doctoral education research and practice. Background: Decades of reporting provide evidence of statistical portraits on degree at-tainment. Yet, some large-scale reporting does not include representation of historically marginalized doctoral students until the 1970s in the United States, and the 2000s for South Africa. With the growth of internationalization in higher education, examination of the impact of marginalization serves to support representation of diversity-focused discussions in the development of regional international education organizations, multilateral networks, and cross-collaborative teaching and research projects. Methodology: The philosophical approach for this conceptual paper embraces the Sankofa tradition as a process of going back to previous trends in literature on doctoral degree completion to identify opportunities for interrogation and reinterpretation of the doctoral experience. A dimensional framework of diversity and critical race theory, CRT, guides interpretation of racial and cultural perspectives focused on exclusion, structural diversity, and the psychological/behavioral experiences related to doctoral degree completion in the United States and South Africa. A purposeful sampling strategy is used to identify of literature sources where these dimensions are identified. Contribution: A major contribution of this work is the use of a dimensional diversity framework in doctoral education in both the US and South Africa. Findings: Interpretation of previous studies reveal critical insight for understanding the racial and cultural aspects of the doctoral process through comparison of perspectives on the historically marginalized doctoral experience in the United States and South Africa. They include consideration of the social developments leading to the current predicament of marginalization for students, awareness of the different reporting strategies of data, implementation of cultural philosophies to broaden the focus on how to understand student experiences, and an understanding of the differences in student-faculty relationships. Recommendations for Practitioners: Recommendations for practitioners highlight the application of cultural approaches in the development and implementation of practical strategies for supporting historically marginalized doctoral students. Recommendations for Researchers: Recommendations for researchers consider the application of cultural ap-proaches in the development of scholarship supporting historically marginal-ized doctoral students within a global context. Impact on Society: Intended outcomes for this work include increasing awareness about historically marginalized doctoral students. Recommendations are focused on improving their academic and career experiences in the United States and South Africa with global implications regarding their contributions. Future Research: Future research should consider the application of cultural philosophical ap-proaches when examining the historically marginalized doctoral experience within global, national, and local contexts.
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Chae, Mark H., Anthonia Adegbesan, Sharon Hirsch, Danny Wolstein, Alex Shay, and Kristen Schiro. "Relationship of Racial Identity to Cultural Competence and Self-Esteem among Rehabilitation Counseling Graduate Students." Journal of Applied Rehabilitation Counseling 41, no. 4 (2010): 21–29. http://dx.doi.org/10.1891/0047-2220.41.4.21.
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The current study investigated the relationship of racial identity to cultural competence and self-esteem among 134 rehabilitation counseling graduate students. Additionally, the study investigated the relationship between exposure to diversity related experiences and cultural competence. Multiple regression analyses indicated that White racial identity attitudes accounted for significant variance in self-reported perceived multicultural competence and self-esteem. Additionally, multicultural coursework was predictive of multicultural competence. Implications for rehabilitation counselor education and training are presented.
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Latsone, Lāsma, and Dzintra Iliško. "Garīgums un pasaules redzējums augstākās izglītības kontekstā." Pedagoģija: teorija un prakse : zinātnisko rakstu krājums = Pedagogy: Theory and Practice : collection of scientific articles, no. IX (April 6, 2020): 39–48. http://dx.doi.org/10.37384/ptp.2020.09.039.
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Spirituality and worldview are broad concepts with many different understandings and perspectives. They include a sense of connection to a higher power, as well as a search for answers to existential questions of life. Human spiritual experiences can be described as sacred or transcendental, or as an awareness that everything in this world is deeply united and always in the process. There are people who associate their spiritual experiences with a particular religion, others seek this unity in nature, in music, and also in their relationships. Spirituality is essentially about the great questions of life and the search for the meaning of life, but to everyone it can mean something different. This study explores students' perceptions of the role of spirituality in their lives and education by surveying students at two Latvian universities, focusing on the diversity of their perceptions of the world, their sources of spiritual nourishment and their quest for spirituality. Universities need to address issues of spirituality, different religions and worldviews, which often coexist in the context of contemporary diversity. The results of the study reveal students' interest in spirituality-related experiences and their search for meaning in life and for meaningful philosophy of life, often associated with scepticism towards traditional religious offerings but showing openness to an ecumenical approach to religions.
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Alkoby, Asher, and Pnina Alon-Shenker. "OUT OF THE CLOSET AND UP THE LADDER? DIVERSITY IN ONTARIO’S BIG LAW FIRMS." Windsor Yearbook of Access to Justice 34, no. 2 (2018): 40–72. http://dx.doi.org/10.22329/wyaj.v34i2.5021.
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While Canadian law generally provides protection against sexual orientation discrimination, and social acceptance is growing, there are some indications that LGBTQ lawyers face barriers relating to their sexual identity. Although more LGBTQ lawyers are now ‘out at work’, quantitative data is incomplete, and little is known about the actual experience of LGBTQ lawyers, who enter big firms in Ontario with the hope to advance through the ranks. This article begins to address this gap by providing qualitative analysis of the personal experience of LGBTQ lawyers entering the profession and the extent to which in-firm diversity initiatives shape their experience. Three main themes emerged from the interviews. First, racialized gay lawyers more consciously described their experiences at big law firms as negative and related it to their minority status. Second, the interviews offer insight into the ways in which gays and lesbians are forced to negotiate and perform their identity in a heteronormative workplace. Finally, the insights gleaned from the interviews suggest that the diversity programs devised by law firms may have helped diversify the lower ranks of law firms, but they seem to have failed to address the barriers that equity-seeking groups continue to face in retention and advancement through the ranks. The heteronormative organizational culture, as well as the promotion and compensation structures in firms continue to drive the composition of the leadership ranks and it arguably perpetuates homogeneity.
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FREZ, Carolina Soraggi, and Emma Elisa Carneiro de CASTRO. "Experiências de cardiopatas submetidos à cirurgia cardíaca: um estudo exploratório." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 26, no. 3 (2020): 279–91. http://dx.doi.org/10.18065/2020v26n3.4.
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This paper aims to investigate and describe significations of the experience of cardiopaths who were submitted to cardiac surgery, using the Gestalt-therapy as theoretical basis. The sample was composed by five post surgical pacientes, one woman and four men, ageing between 52 and 65 years old, married, self-declared white and brown, with scholarly between fundamental and medium levels. After the semiestructered intervieweds were done, the data was analysed through the tematic content analysis. The results of this study expose that the main significations related to the cardiac surgery refer to the threat to surviving, lost of control over yourself, lost of authonomy and independence. The surgical process demands a constant work of the pacient orientation system in order to exist the maintenance of the homeostasis in the organism, existing a diversity of individual regulatory reactions which contributes for the restauration of the balance of the environment in which they are located.
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Shah, Norzita Yunus, Ezhar Tamam, Jusang Bolong, Nor Azura Adzharuddin, Faridah Ibrahim, and Dil Froz Jan Sayed Halem. "Psychometric Properties of Engagement in Cultural-related Diversity Experiences among Undergraduate Students in Malaysian Higher Education Institutions: A Confirmatory Factor Analysis." Procedia - Social and Behavioral Sciences 155 (November 2014): 520–25. http://dx.doi.org/10.1016/j.sbspro.2014.10.333.
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Armstrong, Lynzi. "Diverse risks, diverse perpetrators: perceptions of risk and experiences of violence amongst street-based sex workers in New Zealand." International Journal for Crime, Justice and Social Democracy 3, no. 3 (2014): 40–54. http://dx.doi.org/10.5204/ijcjsd.v3i3.146.
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The management of violence-related risks on the street invariably relates to individual perceptions of violence amongst street-based sex workers. This paper explores perceptions and experiences of violence amongst street-based sex workers in Wellington and Christchurch. This paper begins with an overview of how risks of violence have been conceptualised and how the diversity of these risks is reflected in the perceptions and experiences of the women interviewed. Some complexities in how these risks were constructed and managed by the women are then explored, including perceptions of the street as a work environment. To conclude, I discuss the significance of these findings in the context of debates on sex worker safety.