scholarly journals How to Promote Diversity and Inclusion in Educational Settings: Behavior Change, Climate Surveys, and Effective Pro-Diversity Initiatives

2021 ◽  
Vol 6 ◽  
Author(s):  
Gil Moreu ◽  
Naomi Isenberg ◽  
Markus Brauer
Keyword(s):  
Minority Students ◽  
Sense Of Belonging ◽  
Empirical Studies ◽  
Target Audience ◽  
Target Behaviors ◽  
Diversity And Inclusion ◽  
Change Behavior ◽  
Recent Developments ◽  
Change Climate ◽  
Mental Constructs

We review recent developments in the literature on diversity and inclusion in higher education settings. Diversity interventions increasingly focus on changing behaviors rather than mental constructs such as bias or attitudes. Additionally, there is now a greater emphasis on the evaluation of initiatives aimed at creating an inclusive climate. When trying to design an intervention to change behavior, it is advised to focus on a segment of the population (the “target audience”), to try to get people to adopt a small number of specific new behaviors (the “target behaviors”), and to address in the intervention the factors that affect the likelihood that members of the target audience will engage in the new target behaviors (the “barriers and benefits”). We report our recent work developing a climate survey that allows researchers and practitioners to identify these elements in a particular department or college. We then describe recent inclusion initiatives that have been shown to be effective in rigorous empirical studies. Taken together this paper shows that by implementing techniques based on research in the behavioral sciences it is possible to increase the sense of belonging, the success, and the graduation rate of minority students in STEM.

scholarly journals How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll
Keyword(s):  
Learning Environment ◽  
Identity Formation ◽  
Sense Of Belonging ◽  
Sociology Of Science ◽  
Authentic Learning ◽  
Learning Task ◽  
Short Answer ◽  
Diversity And Inclusion ◽  
Educational Challenge ◽  
Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

scholarly journals A Business Model Framework to Characterize Digital Multisided Platforms

2020 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Marco Ardolino ◽  
Nicola Saccani ◽  
Federico Adrodegari ◽  
Marco Perona
Keyword(s):  
Information And Communication Technologies ◽  
Assessment Tool ◽  
Empirical Studies ◽  
Communication Technologies ◽  
Model Framework ◽  
Recent Developments ◽  
Information And Communication ◽  
Multiple Case ◽  
The One

Businesses grounded upon multisided platforms (MSPs) are found in a growing number of industries, thanks to the recent developments in Internet and digital technologies. Digital MSPs enable multiple interactions among users of different sides through information and communication technologies. The understanding of the characteristics and constituents of MSPs is fragmented along different literature streams. Moreover, very few empirical studies have been carried out to date. In order to fill this gap, this paper presents a three-level framework that describes a digital MSP. The proposed framework is based on literature analysis and multiple case study. On the one hand, the framework can be used to describe MSP as it provides an operationalization of the concept through the identification of specific dimensions, variables and items; on the other hand, it can be used as an assessment tool by practitioners, as exemplified by the three empirical applications presented in this paper.

Using a social marketing approach to develop a pro-diversity intervention

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Markus Brauer ◽  
Anissa Dumesnil ◽  
Mitchell Robert Campbell
Keyword(s):  
Social Marketing ◽  
Academic Research ◽  
Target Audience ◽  
Content Type ◽  
Target Behaviors ◽  
Positive Attitudes ◽  
Discriminatory Behavior ◽  
Small Set ◽  
Targeted Messages ◽  
Marketing Approach

Purpose Despite more than half a century of academic research, relatively few methods have been shown to reliably improve intergroup relations in the real world. This paper aims to use a social marketing approach to design a pro-diversity intervention in a university setting. Design/methodology/approach We conducted extensive qualitative, quantitative and observational background research to identify elements that would increase the effectiveness of the intervention. Focus groups and surveys allowed us to identify a target audience, target behaviors and the relevant barriers and benefits. Findings The background research suggested increasing inclusive behavior would have a greater impact than reducing discriminatory behavior. Based on this research, this paper determined an optimal target audience was students who had relatively positive attitudes toward diversity but engaged in few inclusive behaviors. This paper used relevant theories from the behavioral sciences to design an intervention that promoted a small set of inclusive behaviors and that addressed the relevant barriers and benefits. The intervention took the form of a single page of targeted messages that instructors can add to their course syllabi. The page communicates injunctive and descriptive norms, highlights the benefits of behaving inclusively and provides concrete behavioral advice. Originality/value The research applies the social marketing approach to a novel domain. This approach represents a new way to advance diversity, equity and inclusion through promoting inclusive and reducing discriminatory behavior.

Perspectives From a Multicultural Affairs Office Professional

2021 ◽  
pp. 240-259
Author(s):  
Tristen Brenaé Johnson
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
State University ◽  
The Public ◽  
Cultural Centers ◽  
Diversity And Inclusion ◽  
Public Recognition ◽  
Black Cultural Centers ◽  
Multicultural Affairs

The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

scholarly journals Am I a Science Person? A Strong Science Identity Bolsters Minority Students’ Sense of Belonging and Performance in College

2020 ◽  
pp. 014616722093648 ◽  
Author(s):  
Susie Chen ◽  
Kevin R. Binning ◽  
Kody J. Manke ◽  
Shannon T. Brady ◽  
Erica M. McGreevy ◽  
...  
Keyword(s):  
Minority Students ◽  
Sense Of Belonging ◽  
First Generation ◽  
Field Studies ◽  
Science Identity ◽  
Science Courses ◽  
Racial Minority Students ◽  
Social Belonging ◽  
And Performance ◽  
The Relationship

Identifying as a “science person” is predictive of science success, but the mechanisms involved are not well-understood. We hypothesized that science identity predicts success because it fosters a sense of belonging in science classrooms. Thus, science identity should be particularly important for first-generation and racial-minority students, who may harbor doubts about belonging in science. Two field studies in college Introductory Biology classes ( Ns = 368, 639) supported these hypotheses. A strong science identity predicted higher grades, particularly for minority students. Also consistent with hypotheses, Study 2 found that self-reported belonging in college mediated the relationship between science identity and performance. Furthermore, a social belonging manipulation eliminated the relationship between science identity and performance among minority students. These results support the idea that a strong science identity is particularly beneficial for minority students because it bolsters belonging in science courses. Practical and theoretical implications are discussed.

scholarly journals Co-Production in Business Counselling in Microfinance Setting: A Conceptual Approach

2015 ◽  
Vol 23 (03) ◽  
pp. 299-319 ◽  
Author(s):  
Ruwan Abeysekera ◽  
Dean Patton ◽  
Andrew Mullineux
Keyword(s):  
Conceptual Model ◽  
Empirical Studies ◽  
Small Enterprises ◽  
Microfinance Institutions ◽  
Conceptual Approach ◽  
Dyadic Relationship ◽  
Policy Makers ◽  
Recent Developments ◽  
Micro And Small Enterprises ◽  
Literature Highlight

Recent developments in service literature highlight the importance of co-production between the firm and the client in order to create value. This paper presents a model of co-production within the context of microfinance provision and investigates the dyadic relationship between Counsellors from Microfinance Institutions (MFIs) and the Owner Managers of Micro and Small Enterprises (MSEs). The paper develops a conceptual model that identifies the factors that facilitate co-production between Counsellors and Owner Managers. It also identifies co-production outcomes relating to MSEs and MFIs concerned. The model offers researchers a framework for empirical studies in the microfinance setting. Furthermore, microfinance policy makers can use this model to formulate strategies that offer many benefits to both MFIs and Owner Managers.

scholarly journals The Benefits of Attending the Annual Biomedical Research Conference for Minority Students (ABRCMS): The Role of Research Confidence

2016 ◽  
Vol 15 (3) ◽  
pp. ar46 ◽  
Author(s):  
Bettina J. Casad ◽  
Amy L. Chang ◽  
Christine M. Pribbenow
Keyword(s):  
Minority Students ◽  
Biomedical Research ◽  
Graduate School ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Underrepresented Minority ◽  
Research Career ◽  
Online Questionnaire ◽  
Research Conference ◽  
Efficacy Research

The Annual Biomedical Research Conference for Minority Students (ABRCMS) is designed to support undergraduate students’ professional development as future scientists. Juniors, seniors, and postbaccalaureates who attended ABRCMS during 2008–2011 were emailed a link to an online questionnaire in which they reported their experiences at the conference. Attendees reported many ABRCMS-provided benefits. Frequency of attending or presenting at ABRCMS is positively related to science self-efficacy, research confidence, sense of belonging in science, and intentions to pursue a research degree in graduate school. Increased research confidence predicts graduate school plans and intentions for a research career in science; however, men were slightly more likely to intend to pursue a research career than women, likely due to higher research confidence. Although all attendees benefited from ABRCMS, underrepresented minority (URM) students had higher science self-efficacy and sense of belonging in science after attending ABRCMS than non-URM students. This finding demonstrates the effectiveness of ABRCMS as an intervention to increase the representation and success of URMs in science. Results highlight the importance of attending a minority-oriented research conference where URMs can develop their science self-efficacy, research confidence, and sense of belonging in science. However, changes to the conference and undergraduate research experiences may be necessary to reduce gender gaps.

Linguistic change and diffusion: description and explanation in sociolinguistic dialect geography

1974 ◽  
Vol 3 (2) ◽  
pp. 215-246 ◽  
Author(s):  
Peter Trudgill
Keyword(s):  
Geographical Variation ◽  
Empirical Studies ◽  
Sociolinguistic Variation ◽  
Linguistic Change ◽  
East Anglia ◽  
British English ◽  
The Social ◽  
Recent Developments ◽  
And Diffusion ◽  
Dialect Geography

ABSTRACTLinguistic geography has remained relatively unaffected by recent developments in sociolinguistic theory and method and theoretical geography. In this paper it is argued that insights and techniques from both these disciplines will be of value in improving descriptions of geographical variation in language, and that these improvements will in turn lead to more adequate explanations for certain of the social and spatial characteristics of linguistic change. Evidence in favour of a sociolinguistic methodology and new cartographic techniques in dialect geography is drawn from empirical studies in urban dialectology, in East Anglia, England, and rural dialectology, in Norway. (Sociolinguistic variation, dialectology, linguistic change, British English, Norwegian.)

scholarly journals Painful memories: Challenges in trauma-focused therapy for torture survivors with PTSD and chronic pain

2020 ◽  
Vol 30 (2) ◽  
pp. 35-57
Author(s):  
Iselin Solerød Dibaj ◽  
Joar Øveraas Halvorsen ◽  
Leif Edward Ottesen Kennair ◽  
Håkon Inge Stenmark
Keyword(s):  
Chronic Pain ◽  
Knowledge Base ◽  
Empirical Studies ◽  
Theoretical Models ◽  
Torture Survivors ◽  
Clear Cut ◽  
Complex Interactions ◽  
High Prevalence ◽  
Behavioral Paradigm ◽  
Recent Developments

Introduction: PTSD and chronic pain are disorders that researchers increasingly acknowledge to be risk factors that overlap and their comorbidity is associated with poorer treatment outcomes. This review focuses on torture survivors due to the high prevalence of comorbidity in this group, as well as how PTSD and chronic pain might develop, interact and mutually maintain each other. Methods: A narrative review of empirical studies and theoretical models regarding chronic pain and PTSD in torture survivors, informed by studies conducted in other contexts. Results and discussion: An overview of PTSD and chronic pain studies of torture survivors is presented. Treatment studies for torture survivors with PTSD are scarce and have been discouraging. Studies in other patient populations and theoretical models of main- taining factors within the cognitive-behavioral paradigm are presented, and focused around how interactions between PTSD and chronic pain might mitigate treatment of both disorders. Mutually maintaining factors between chronic pain and PTSD are presented as potential barriers to healing, and clinical implications involve suggestions for clinicians with intention to overcome these barriers in trauma-focused treatment of torture survivors. The knowledge base on how chronic pain and PTSD interact within the context of torture is still very limited.Torture is a potent risk factor in itself for both chronic pain and PTSD. Studies point to complex interactions between pain and PTSD across different trauma-exposed populations, especially when the trauma includes pain. Moreover, the coping strategies that are available and might function as some form of protection during torture [e.g. dissociation, withdrawal], might conversely function to exacerbate symptoms when the survivor is in a safe rehabilitation context. Observations combined with CPPC literature and recent developments in learning theory challenge clinical practice accordingly. Additionally, the limited knowledge base prevents us from providing clear-cut sugges- tions, particularly as the majority of scientific enquiry regarding chronic pain and PTSD has been conducted in other populations outside of the torture survivors group. Furthermore, cultural factors, specific needs and characteristics in this group, the human rights perspective and the socio-political context all need to be acknowledged. Trauma-focused treatment does not appear to specifically target all the mechanisms that are supposedly interacting in maintaining chronic pain and PTSD. Interdisciplinary rehabilitation and close collaboration between physiotherapists and trauma-focused therapists are warranted.

scholarly journals I Walk With Vanessa: A Story About a Simple Act of Kindness by Kerascoët

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Terri Beach
Keyword(s):  
Sense Of Belonging ◽  
Picture Book ◽  
Modern Society ◽  
Target Audience ◽  
Children's Books ◽  
Children’S Books ◽  
Chain Reaction ◽  
Distinct Colour ◽  
Fresh Insight ◽  
Insight Into

Kerascoët. I Walk With Vanessa: A Story About a Simple Act of Kindness. Random House Children’s Books, 2018. This is a wordless picture book from French illustrators, Kerascoët. This husband and wife duo, Marie and Sébastien solely illustrate, without the use of text, the ability to combat bullying in modern society. They accomplish this difficult task by placing emphasis on the characters’ emotions through the use of distinct colour throughout the images, clearly depicting the story’s message. Because there are no words, this amazing resource provides students with the ability to interpret the book individually, creating unique perspectives such as an idea, "who else needs help other than Vanessa?" This book provides fresh insight into how society can unite together by creating a positive chain reaction when faced with bullying. Throughout the illustrations, this team accomplished this task extremely well, by providing the audience with diverse characters, creating a sense of belonging. This allows the reader to view the characters as if they were looking at their own reflection, seeing into their lives, therefore enabling them to relate to the book. With this, I truly believe that it is essential for children's books to act either as a window or a mirror for children.      Overall, I feel that this book is ideal for a target audience of pre-kindergarten to grade two. The drawings are simplistic, with few details, allowing children to predict the storyline easily, leaving a thorough investigation of the book. I cannot wait for students to "read" this book to me.  Highly recommended: 4 out of 4 starsReviewer: Terri Beach

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