Global diversity of authors, editors, and ownerships in top journals across ten subdisciplines of psychology: current state and policy implications

Diversity is the fuel of innovation. Global diversity—geographical (national) diversification—is indispensable to develop a true psychological science of human beings, but remains poorly understood. We surveyed 68 top psychology journals in ten subdisciplines and examined global diversity across authors, editors, and ownerships. With a comprehensive and quantitative picture of global diversity from authorships to ownerships, our results expose substantial imbalance across subdisciplines, and indicate that global disparity intensifies along the hierarchy of authors, editors, and journal ownership. Poor diversity and its imbalance is primarily due to the overrepresentation of the US, removing which substantially increases global diversity and eliminates diversity disparity between subdisciplines and between authorships and editorships. Furthermore, journal ownerships and editor-in-chiefs strongly affect global diversity in authorships and editorships. These results provide substantial novel insights into the global diversity of top psychology journals, with implications for a new diversity policy to stimulate the generation of variety.

Determinants of board diversity policy implementation by companies listed on the Warsaw Stock Exchange

Research background: Diversity management is one of the hot topic issues present in current public discussions. Board diversity requirements are quite new for Polish public companies. The companies listed on the Warsaw Stock Exchange have to publish a statement on the company's compliance with the corporate governance recommendations and principles included in ?Best Practice for GPW Listed Companies 2016?. This regulation is based on the 'comply or explain? principle, thus the company may decide whether to comply with every rule included in the code, but decision on not implementing one or more rules should be explained by the company. Some of the recommended rules regard the board (supervisory and management) diversity policy implementation, where diversity refers to such dimensions as gender, education, age and professional experience. Purpose of the article: This study aims to investigate determinants of board diversity policy implementation by domestic companies listed on the WSE. It also documents explanations provided by companies that do not apply board diversity policy. Methods: The research sample covers 268 non-financial domestic companies listed on the Warsaw Stock Exchange between 2016 and 30 November 2018. The companies? current reports on company compliance with the corporate governance codes and information issued on companies? websites were analyzed in order to identify those that announced implementation of board diversity policy. This study uses logistic regression analysis to identify the firm-level characteristics that may influence the implementation of board diversity policy. Findings & value added: This is the first study analyzing the drivers of board diversity policy implementation by Polish companies listed on the WSE. It shows that large companies, companies with larger management boards and companies with women acting as presidents of the supervisory boards are more likely to take actions seeking to achieve management and supervisory board diversity.

When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

Highlighting Strengths in Response to Discrimination: Developing and Testing an Allyship Positive Psychology Intervention

Allyship is gaining popularity as a tool to combat discrimination. We developed and tested a novel allyship positive psychology intervention (PPI). Importantly, we examined observers’ perceptions of intervention effectiveness given that observers represent the majority in many settings. Study 1 (N = 787) tested an intervention that highlighted a female employee’s identity-related strengths following a discrimination episode. Compared to communicating an organization’s diversity policy or confronting the transgressor, highlighting the target’s identity-related strengths was rated higher in terms of inclusion and vitality engendered in the target. Mediation analyses indicated that highlighting strengths was perceived as boosting the target’s vitality by signaling the ally’s sincerity and prompting inclusion. In Study 2 (N = 802), amongst various types of identity-related strengths, highlighting the target’s psychological and intellectual capital was as effective as highlighting all types of identity-related strengths combined, due to perceived sincerity. Thus, this research offers a quick, actionable and non-confrontational allyship PPI.

Stop the pain: Black and minority ethnic scholars on diversity policy obfuscation in universities

PurposeThe author extends the work on diversity policy in UK higher education by centring the voices of Black and minority ethnic scholars and de-centring white comfort with the aim of a call to stop the pain that sanitised university diversity policies cause Black and minority ethnic scholars.Design/methodology/approachUsing in-depth qualitative and auto-ethographic research methods, this paper engages with both respondents' narratives as well as the author's experience of carrying out the research within the walls of predominately white universities.FindingsIn order for universities to move beyond hollow and sanitised diversity, they must centre the voices of Black and minority ethnic scholars. Respondents spoke of their experiences of pain, and feelings of “taking up” space in predominately white universities. The author also discusses respondents' feelings towards diversity and inclusion policies such as the Race Equality Charter Mark.Originality/valueThe research is built on previous work on diversity by decentring white comfort.