Diversity & Inclusion Research最新文献

{"title":"Expanding Descriptions of Autistic Rituals and Routines: A Co-Produced Update","authors":"Stephanie Petty,&nbsp;Amy Cantwell,&nbsp;Lindsay Clayton,&nbsp;Lucy Matthews,&nbsp;Stuart Angell-McGregor","doi":"10.1002/dvr2.70039","DOIUrl":"https://doi.org/10.1002/dvr2.70039","url":null,"abstract":"<p>Descriptions of rituals and routines inform autism assessment and diagnosis and remain influential when determining what being autistic means. Currently they present autistic characteristics as problematic. Examples slowly catch-up with research that shows their personal appearances and meanings. We explored what happens when descriptions of autistic rituals and routines are co-authored by autistic people. In this qualitative participatory study in the UK, 12 autistic adults contributed via interviews, written exchanges, and data analysis/writing sessions. We identified five themes using codebook thematic analysis: (1) ways of talking about rituals and routines; (2) meanings; (3) visibility; (4) what makes a ritual or routine autistic; and (5) when rituals and routines become detrimental. Rituals were frequently hidden. They had superstitious qualities that achieved a subjective sense of things being ‘OK’. They were behaviours, repetitive thoughts, and mental checks. Whilst there were both positive and negative impacts of performing rituals and routines, it was reliability, necessity, and devotion to them that characterised them as autistic behaviours. There is an important re-narration of the ‘inflexibility’ or ‘rigidity’ of autistic repetitive behaviours when authored by autistic people, which appreciates the demands of navigating neurotypical-default environments. Autistic adults emphasised a heavily-tipped scale in the direction of valuing rituals and routines over censoring them.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and Implementation of Diversity Programs in Large Collaborative Research Projects: An Example From Germany","authors":"Mariya Lorke,&nbsp;Rena Amelung,&nbsp;Peter Kuchling,&nbsp;Benjamin Paaßen,&nbsp;Miriam Pein-Hackelbusch,&nbsp;Franziska Schloots,&nbsp;Klara Schulz,&nbsp;Annette Nauerth","doi":"10.1002/dvr2.70040","DOIUrl":"https://doi.org/10.1002/dvr2.70040","url":null,"abstract":"<p>In recent years, there has been an increasing awareness of the importance of incorporating diversity into research projects, focusing on both how they are conducted and their content. Funding organizations have started to require that research applicants pay attention to inclusion and diversity by considering gender dimensions and other diversity factors in their project plans and ensuring gender equality during execution. Based on an extensive literature research and expert discussions on how to develop and implement diversity strategies in large collaborative research projects, we argue that there is a lack of practical advice in existing literature. Drawing from our own experiences in conceptualizing and implementing a Diversity Program across four universities in Germany, we propose a framework for effectively integrating diversity into collaborative research initiatives across various academic fields.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I was Doing EDI Before EDI was an Acronym”: EDI From Above and Below","authors":"Faiza Hirji","doi":"10.1002/dvr2.70037","DOIUrl":"https://doi.org/10.1002/dvr2.70037","url":null,"abstract":"&lt;p&gt;As part of an international research project, my colleagues and I have been investigating how principles of equity, diversion, inclusion (EDI) and belonging are enacted in grassroots arts organizations, and what factors may be enabling or limiting. This commentary discusses findings from interviews that pertain specifically to necessary conditions for fostering true diversity, equity and inclusion, and attempts to offer recommendations in this fraught moment of growing EDI-disavowal. Resistance to EDI initiatives, and to the notion of recognizing one's privilege, is hardly new (Ahmed &lt;span&gt;2012&lt;/span&gt;). This paper falls in a conflicted space within this already conflictual moment, resting on the principle that diversity, equity and inclusion matter while acknowledging the gap between official EDI and the true lived experiences of those who seek to promote equity and inclusion on a regular basis. The interview findings serve to highlight this gap.&lt;/p&gt;&lt;p&gt;In 2024, our team conducted semi-structured interviews with representatives from eleven arts and culture organizations in Canada, identifying individuals within those organizations who had developed or been involved with some type of EDI initiative within their organizations. We used purposeful sampling to identify relevant organizations, then employed a snowball sampling approach to help us expand our list of potential participants. Many of these organizations were small and relatively specialized, often focused on local initiatives or very specific aspects of arts and culture development. From the beginning, our research team hypothesized that EDI in grassroots organizations would not look like the EDI found in larger organizations, which has come to resemble a type of EDI industry: professionalized and structured, with its own jargon and labels. This is one of the tensions of conducting research on practices that genuinely promote diversity, inclusion and belonging, while understanding that EDI has come to be understood, at a mainstream level, in a very limited way (Cupples &lt;span&gt;2024&lt;/span&gt;; Nichols and McAuliffe &lt;span&gt;2025&lt;/span&gt;). This tension arose when, early in the research process, we revisited our initial consideration that we would be able to translate our learnings into recommendations for incorporating EDI in organizations, even to the point of creating a toolkit, and realized the challenges we would encounter, echoing the finding that “even well-meaning attempts to produce decolonizing toolkits can too easily reproduce the colonial logic of universality” (Shahjahan et al. &lt;span&gt;2022&lt;/span&gt; in Cupples &lt;span&gt;2024&lt;/span&gt;, 3). Similarly, one consistent finding in our own research was that any conscious attempt to impose or systematize EDI may, paradoxically, hinder the development of real equity, aligning with previous research suggesting that “the bureaucratization of EDI work—or ‘doing diversity’—has the potential to reduce the problem of institutional injustice to a ‘matter of tick","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145021859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Leadership Development for Black and Latinx Faculty: Program Refinements and Participant Change Over Time in a Mixed-Method Study","authors":"Debra L. Franko,&nbsp;Sabina Nawaz,&nbsp;Stacy Blake-Beard,&nbsp;Diedra M. Wrighting","doi":"10.1002/dvr2.70036","DOIUrl":"https://doi.org/10.1002/dvr2.70036","url":null,"abstract":"<p>Racial, ethnic, and gender diversity in academic leadership is rare; robust leadership development efforts are required to move the ranks of faculty of color into the roles of department chairs, deans, and provosts. This study describes a 6-month leadership development program and evaluation data that focused on Black/African American and Hispanic/Latinx faculty. Both quantitative data and qualitative data were obtained. Participants were also asked the frequency with which they practiced leadership behaviors. Our qualitative data were obtained at post-program and during the 6-month follow-up interviews. Increases in confidence were found in organizational dynamics and personal and professional leadership skills. Participants' postevaluation of the program was overall very positive, indicating that increases in self-awareness, the development of specific leadership skills, and learning from university leaders were viewed as the most effective elements of the program. Six-month follow-up interviews revealed that most participants had moved into or were considering moving into a leadership position. Each interviewee articulated elements of the program that they carried with them after program completion toward their leadership goals, which included focusing on strengths in self and others, understanding how the university works, being better prepared for leadership roles and working with diverse groups, and stronger feelings of confidence and feeling deserving of a position of leadership. Recognition of the need to intentionally promote faculty of color into leadership training programs, and eventually into positions of leadership, will be key to moving the needle to change the face of academic leadership for the future.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Same or Different? Understanding Employees' Perceptions of Their Own Workplace Diversities","authors":"Francisco Perales,&nbsp;Josephine Mabin,&nbsp;Nicki Elkin,&nbsp;Wojtek Tomaszewski","doi":"10.1002/dvr2.70035","DOIUrl":"https://doi.org/10.1002/dvr2.70035","url":null,"abstract":"<p>Over recent years, there has been increasing scholarly attention on how individuals' diversities and their intersections affect workplace experiences, which can in turn shape their work outcomes. While existing evidence often relies on workplace surveys, the diversity questions included in those surveys may not encompass all diversity aspects deemed important by those with lived experience. Within this context, the present study aims to contribute to knowledge by examining employees' perceptions of their own diversities, particularly those missing from standard survey instruments. To achieve this, we apply qualitative content analysis to 3051 responses to an open-ended diversity question in the <i>2024 Australian Workplace Equality Employee Survey</i>. Our results indicate that caring responsibilities, age/life-course stage, socioeconomic status, diverse family structure and reproductive health were aspects of diversity relevant to employees' workplace experiences that were missing from the survey questionnaire. The analyses also revealed how a non-negligible share of employees peruse the open-ended diversity question within the survey to express negative ideological views about diversity-and-inclusion practice. These findings bear important implications for the design of socio-demographic and diversity modules within survey instruments, particularly those concerned with workplace diversity. Amongst others, they offer novel evidence of additional and less-well-understood diversities to be considered, while also warning about serious challenges to the collection and use of diversity data posed by diversity-and-inclusion detractors.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Influencing Women's Participation in Nonfarm Economic Activities: Insights From the Fishing Community of Chandpur, Bangladesh","authors":"Shahiduzzaman Selim,&nbsp;Abu Zahid,&nbsp;Babor Ahmad,&nbsp;Md. Rakibul Hasan,&nbsp;Md. Anowar Hossain","doi":"10.1002/dvr2.70034","DOIUrl":"https://doi.org/10.1002/dvr2.70034","url":null,"abstract":"<p>This study aims to examine determinants of women participation in nonfarm activities among fishing community of Chandpur and identify the barriers such as traditional norms and lack of opportunities by using logistic regression and perception index. The study makes a novel contribution to the literature by highlighting the hitherto neglected setting of a fishing community in rural Bangladesh. The findings reveal that education, access to credit, skill development, and household characteristics significantly influence women's involvement in nonfarm sectors. Women with higher levels of education are more likely to engage in diverse economic activities, as education enhances their skills and adaptability. Access to credit emerges as a critical enabler, providing financial resources for entrepreneurial ventures and business expansion. Skill development initiatives are found to increase employability and participation rates, while favorable household characteristics, such as a larger household size and lower dependency ratios, further facilitate economic engagement by reducing caregiving burdens. The findings also underscore the importance of asset ownership and transportation infrastructure in enhancing women's economic participation. Asset ownership fosters financial independence, while access to transportation networks improves mobility and connectivity to markets and workplaces. Cultural and societal norms, however, continue to pose barriers, limiting opportunities for women in certain communities. The study has important policy implications. To enhance women's participation in rural nonfarm sectors, governments and development agencies should focus on expanding access to education and vocational training tailored to women's needs. Strengthening microfinance initiatives, particularly low-interest credit schemes, can empower women to invest in entrepreneurial activities. Additionally, improving infrastructure, including roads and public transportation, is essential for facilitating market access. Policies should also address cultural constraints, promoting gender equality and empowering women to fully participate in economic development. These measures collectively contribute to rural economic growth and the advancement of women's socioeconomic status.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Run Away From the Crazy Diaper Boy”: Parental and Professional Perspectives on Social Inclusion for Children With Disabilities","authors":"Donna Koller,&nbsp;Amarens Matthiesen","doi":"10.1002/dvr2.70028","DOIUrl":"https://doi.org/10.1002/dvr2.70028","url":null,"abstract":"<p>Social inclusion is an approach to practice where all children enjoy a sense of belonging in their communities. For children with disabilities, positive social experiences are often elusive and difficult to achieve and shaped by powerful structural factors that sustain and perpetuate oppression, stigma, and discrimination. Rooted in disability justice and disabled childhood studies scholarship, this qualitative study employed a hermeneutic, interpretive phenomenological approach to explore adult perspectives on childhood disability and social inclusion. Interviews were conducted with parents of children with disabilities (<i>n</i> = 10), and professionals (<i>n</i> = 23) comprised of early childhood educators and social service providers. Analysis revealed a complex narrative of unmet expectations, loss, and disillusionment with inclusive policies and practices. Participants offered recommendations to counter exclusionary outcomes. Policies and practices designed to promote social inclusion of children with disabilities often fail to achieve the desired outcomes. Acknowledging the rights of children with disabilities to be heard on these issues can begin to attenuate the persistent challenges associated with social inclusion.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70028","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144367439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Campus Climate for Disability Diversity Management in Ethiopian Public Higher Education Institutions","authors":"Easaw Alemayehu. Assefa","doi":"10.1002/dvr2.70033","DOIUrl":"https://doi.org/10.1002/dvr2.70033","url":null,"abstract":"<p>This study investigates the current state of disability diversity in Ethiopian public higher education institutions (HEIs) by analyzing perceptions of inclusivity, awareness of disability management, and the effectiveness of related policies. Employing a mixed-methods approach, data were gathered through surveys and interviews involving students, faculty, and administrative staff. The results reveal significant challenges: a low perceived inclusivity with mean scores ranging from 1.84 to 2.32 on a 5-point scale, highlighting an unwelcoming campus environment for students with disabilities. Key findings indicate inadequate support services, insufficient faculty training, and limited awareness of existing policies. These challenges align with similar issues faced in other developing nations, yet starkly contrast with conditions in more affluent countries. This study underscores the urgent need for Ethiopian HEIs to enhance their disability management practices, improve faculty training, and increase the visibility of support services. By connecting to global frameworks such as the Sustainable Development Goals (SDG 4: Quality Education) and the Convention on the Rights of Persons with Disabilities, this study advocates for strategic improvements that foster a truly inclusive academic environment for all students.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144219899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clash of Equity, Diversity, Inclusion (EDI) and Anti-Woke-Ism: Reclaiming and Re-Storying EDI for Thriving Communities","authors":"Ardavan Eizadirad,&nbsp;Sabreena Ghaffar-Siddiqui","doi":"10.1002/dvr2.70032","DOIUrl":"https://doi.org/10.1002/dvr2.70032","url":null,"abstract":"<p>This commentary examines the evolution of Equity, Diversity, and Inclusion (EDI) discourses, critiquing its shift from grassroots activism to a performative tool co-opted by institutions and weaponized by politicians. It addresses concerns from the anti-woke backlash and advocates for reframing EDI as a community-driven framework for thriving communities, fostering belonging and engagement, through data-driven decision-making that facilitates transformative systemic change.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144206424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Voices From ‘Within’: EDI, Women Students and the University of Cambridge","authors":"Sarah Jane Aiston","doi":"10.1002/dvr2.70031","DOIUrl":"https://doi.org/10.1002/dvr2.70031","url":null,"abstract":"<p>A commitment to equality, diversity and inclusion (EDI) can be found as a statement on the websites of most UK universities. As women have increasingly entered higher education—comprising more than 50% of the undergraduate student body—a discourse of the feminisation of higher education has been evident in media and policy responses for over a decade. This feminisation thesis assumes that women are not only now in a numerical majority but are also changing the culture of the system. From an EDI perspective, we might therefore assume that in relation to women students, at least, there is little work to be done. There is evidence, however, to query the feminisation thesis. This article contributes to the field by giving attention to the students' ‘voice’ as a valuable equity and inclusion strategy, in addition to exploring how inclusion might be understood within an elite context. Methodologically innovative, this article analyses the student press of the University of Cambridge in the year that sexual consent workshops were introduced. Drawing on the theoretical framework of ‘space’, the article will explore how students use the student press as a ‘space’ within which to draw attention to women students ‘representational’ space and the coupling of particular spaces with specific bodies. The article will argue and present evidence to demonstrate that the critique from ‘within’ challenges notions of equality, diversity and inclusion.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70031","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}