Diversity & Inclusion Research最新文献

{"title":"Parental Intentions for Their Children's Occupational Choices: Insights From Kenkey Sellers in Yamoransa, Ghana","authors":"Sylvester Kyei-Gyamfi","doi":"10.1002/dvr2.70070","DOIUrl":"https://doi.org/10.1002/dvr2.70070","url":null,"abstract":"<p>Parental influence significantly shapes children's career aspirations, especially within the informal economy. Drawing on Social Cognitive Career Theory (SCCT), this study examines the intentions of kenkey sellers in Yamoransa, Ghana, regarding their children's occupational choices through a mixed-methods approach, including structured questionnaires with 50 vendors and a focus group discussion (FGD) with 10 additional vendors. Findings reveal that while some vendors support their children's participation in the kenkey business for its financial stability and family heritage, the majority discourage it due to concerns over social stigma, financial instability, career progression, and perceived risks of early sexual exposure and pregnancy. The study underscores the implications of parental career aspirations on intergenerational career transmission and social mobility. It suggests that policymakers should implement targeted interventions that balance economic realities with aspirations for upward mobility, providing children in informal economies with diversified opportunities for sustainable livelihoods.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149206002","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":"Art Spaces as Negotiated Inclusion: Cultural Practitioners Navigating Diversity and Institutional Tensions in Norway","authors":"Radel James Gacumo,&nbsp;Federica Clementi","doi":"10.1002/dvr2.70069","DOIUrl":"https://doi.org/10.1002/dvr2.70069","url":null,"abstract":"<p>Debates surrounding diversity, equity, and inclusion (DEI) have become increasingly prominent and contested across cultural sectors, where institutions are often expected to promote representation, accessibility, and social participation. These initiatives unfold within organisational structures shaped by professional networks, cultural policy frameworks, and broader sociopolitical debates. This study explores how cultural practitioners and organisational actors in Norway perceive and navigate these dynamics. Drawing on asynchronous semi-structured written interviews with eight participants working across the Norwegian cultural sector, the research examines how practitioners interpret the current climate surrounding diversity and inclusion, how arts-based practices respond to institutional and structural pressures, and how cultural spaces foster belonging for diverse communities. The findings suggest that participants perceive a persistent gap between institutional commitments to diversity and their implementation in everyday cultural practice. They highlight structural barriers affecting international practitioners, particularly in relation to language, professional networks, and access to opportunities, while also describing ongoing negotiations between artistic autonomy and institutional expectations. Artistic communities and collaborative networks emerged as important environments where inclusion is negotiated through everyday cultural practice. By foregrounding practitioners' perspectives, this exploratory study conceptualises inclusion as an ongoing process of negotiation across institutional practices, professional relationships, and artistic communities within Norway's cultural sector.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145647","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":"Intersectional Geographies of Sanitation and Socio‑Economic Exclusion in Assam's Urban Slums","authors":"Shabana Nazmine,&nbsp;Rituparna Bhattacharyya,&nbsp;Palme Borthakur,&nbsp;Jnanashree Borah","doi":"10.1002/dvr2.70068","DOIUrl":"https://doi.org/10.1002/dvr2.70068","url":null,"abstract":"<p>According to the report entitled <i>The Sustainable Development Goals: Extended Report 2024</i>, an estimated 24.8% of the urban population resides in slums. These figures often mask the structural inequalities that produce such conditions. Employing the lens of Diversity–Equity–Inclusion (DEI) and quasi-qualitative methodologies, this study examines how intersecting identities and systemic governance failures shape the gradients of lived realities of unequal access to WASH (Water, Sanitation and Hygiene) of slum dwellers in Mazar Bazaar, Guwahati and Rajamoidum, and in Puja Dubi, both located in Jorhat, Assam. By framing sanitation not merely as an infrastructure gap but as an equity and rights problem, the research reveals how social location, including gender, age and migration status, dictates access to dignity, safety and health. Overall, the findings suggest that the study area's slums are not simply zones of deprivation, but complex socio-political spaces shaped by power, exclusion and resilience. In fact, the conditions bear resemblance to the squalor and public health crises documented in 19th-century Britain, albeit with different root causes. By highlighting critical gaps, this study's findings point to practical implications for DEI-centred policies and open avenues for more in-depth and comprehensive research on Assam's slums, an underexamined terrain in both scholarly and policy realms.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849055","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":"Pre-Service Teachers' Training in Inclusive Education: A Critical Analysis of the Bachelor of Education Course Curriculum","authors":"Hemendra S. Mistry,&nbsp;R. C. Patel","doi":"10.1002/dvr2.70066","DOIUrl":"https://doi.org/10.1002/dvr2.70066","url":null,"abstract":"<p>A review of initial teacher education for inclusion is crucial, as the concept of inclusive education is often embraced by theorists, researchers, and policymakers both nationally and internationally. This research aims to determine the existence of pre-service level teacher training in inclusive education and the extent to which current training programmes prepare pre-service teachers for inclusive education. This study reveals that, although universities in Gujarat (India) offer inclusive education as a part of the initial training at the B. Ed. level, its practical exposure is completely neglected. Practical experiences in actual inclusive classrooms and not just theoretical knowledge will not only help to improve the effectiveness of future teachers but will also contribute to the development of positive attitudes. Universities should also consider inclusive education for all, not just for those with special educational needs and disabilities (SEND) when revising or updating course contents.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811254","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":"Between Burdens and Dreams: Reasons for Migration and Future Aspirations of Adolescent Female Head Porters in Accra's Agbogbloshie and Makola Markets","authors":"Sylvester Kyei-Gyamfi","doi":"10.1002/dvr2.70065","DOIUrl":"https://doi.org/10.1002/dvr2.70065","url":null,"abstract":"<p>Migration among adolescent girls in Ghana, particularly adolescent female head porters locally known as <i>Kayayei</i> (singular: <i>Kayayoo</i>), is well-documented, yet the interplay between migration drivers and future aspirations remains underexplored. This study investigates why migrant girls engage in head porterage in Accra's Makola and Agbogbloshie markets and examines their aspirations within their migration experiences. Using secondary data from a mixed-methods study grounded in structural violence theory, the analysis draws on quantitative surveys (<i>n</i> = 400), complemented by two focus group discussions (<i>n</i> = 24) and 20 key informant interviews. Descriptive statistics summarize socio-demographic characteristics and migration reasons, while thematic analysis captures aspirations. Findings reveal that most adolescent female head porters migrate to support families (46.8%), start businesses (32.0%), or fund education/vocational training (14.5%). Smaller proportions seek to avoid early marriage (1.8%) or finance marriage (5.0%). Aspirations center on education, vocational skills, and entrepreneurship, reflecting migration as both a survival strategy and a pathway to self-improvement. Poverty and structural inequalities drive migration, but agency and aspirations for autonomy shape their goals. Policies combining social protection, educational access, and culturally sensitive community engagement are essential to reduce vulnerabilities and support female head porters in achieving their aspirations.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148325013","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":"Between Burdens and Dreams: Reasons for Migration and Future Aspirations of Adolescent Female Head Porters in Accra's Agbogbloshie and Makola Markets","authors":"Sylvester Kyei-Gyamfi","doi":"10.1002/dvr2.70065","DOIUrl":"https://doi.org/10.1002/dvr2.70065","url":null,"abstract":"<p>Migration among adolescent girls in Ghana, particularly adolescent female head porters locally known as <i>Kayayei</i> (singular: <i>Kayayoo</i>), is well-documented, yet the interplay between migration drivers and future aspirations remains underexplored. This study investigates why migrant girls engage in head porterage in Accra's Makola and Agbogbloshie markets and examines their aspirations within their migration experiences. Using secondary data from a mixed-methods study grounded in structural violence theory, the analysis draws on quantitative surveys (<i>n</i> = 400), complemented by two focus group discussions (<i>n</i> = 24) and 20 key informant interviews. Descriptive statistics summarize socio-demographic characteristics and migration reasons, while thematic analysis captures aspirations. Findings reveal that most adolescent female head porters migrate to support families (46.8%), start businesses (32.0%), or fund education/vocational training (14.5%). Smaller proportions seek to avoid early marriage (1.8%) or finance marriage (5.0%). Aspirations center on education, vocational skills, and entrepreneurship, reflecting migration as both a survival strategy and a pathway to self-improvement. Poverty and structural inequalities drive migration, but agency and aspirations for autonomy shape their goals. Policies combining social protection, educational access, and culturally sensitive community engagement are essential to reduce vulnerabilities and support female head porters in achieving their aspirations.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324437","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":"Breaking Barriers in Nursing Education: A Scoping Review on the Experiences of Nursing Students With Disabilities Using Arksey and O'Malley's Framework","authors":"Jamille Nagtalon-Ramos,&nbsp;Erin G. Leuthold,&nbsp;Ann Marie Latini,&nbsp;Hana Feldman,&nbsp;Curtis Joseph Pegues","doi":"10.1002/dvr2.70063","DOIUrl":"https://doi.org/10.1002/dvr2.70063","url":null,"abstract":"<p>Despite nursing's foundational values of equity and advocacy, students with disabilities continue to face exclusion and marginalization in nursing education. This scoping review maps the current literature on the experiences of pre-licensure nursing students with disabilities to identify common themes, research gaps, and opportunities for more inclusive education practices. Guided by Arksey and O'Malley's scoping review framework and reported according to PRISMA-ScR guidelines, the research team conducted a systematic search of six databases for U.S.-based, English-language studies published between 2013 and 2023. The team selected 12 studies based on their relevance to pre-licensure nursing students with disabilities and analyzed them using thematic synthesis. Three overarching themes emerged: marginalization, accommodation, and disclosure. Students reported experiencing discrimination, inconsistent access to accommodations, and pressure to hide their disabilities due to stigma. The clinical setting presented the greatest challenges, with safety concerns and a lack of faculty preparedness contributing to inequitable learning environments. Legal and institutional policies were inconsistently understood or implemented, including FERPA and ADA compliance. This scoping review reveals critical gaps in the current nursing education infrastructure for supporting students with disabilities in the classroom and clinical settings. Nursing schools have a legal obligation and moral and professional imperative to champion inclusion for all their students.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324027","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":"Breaking Barriers in Nursing Education: A Scoping Review on the Experiences of Nursing Students With Disabilities Using Arksey and O'Malley's Framework","authors":"Jamille Nagtalon-Ramos,&nbsp;Erin G. Leuthold,&nbsp;Ann Marie Latini,&nbsp;Hana Feldman,&nbsp;Curtis Joseph Pegues","doi":"10.1002/dvr2.70063","DOIUrl":"https://doi.org/10.1002/dvr2.70063","url":null,"abstract":"<p>Despite nursing's foundational values of equity and advocacy, students with disabilities continue to face exclusion and marginalization in nursing education. This scoping review maps the current literature on the experiences of pre-licensure nursing students with disabilities to identify common themes, research gaps, and opportunities for more inclusive education practices. Guided by Arksey and O'Malley's scoping review framework and reported according to PRISMA-ScR guidelines, the research team conducted a systematic search of six databases for U.S.-based, English-language studies published between 2013 and 2023. The team selected 12 studies based on their relevance to pre-licensure nursing students with disabilities and analyzed them using thematic synthesis. Three overarching themes emerged: marginalization, accommodation, and disclosure. Students reported experiencing discrimination, inconsistent access to accommodations, and pressure to hide their disabilities due to stigma. The clinical setting presented the greatest challenges, with safety concerns and a lack of faculty preparedness contributing to inequitable learning environments. Legal and institutional policies were inconsistently understood or implemented, including FERPA and ADA compliance. This scoping review reveals critical gaps in the current nursing education infrastructure for supporting students with disabilities in the classroom and clinical settings. Nursing schools have a legal obligation and moral and professional imperative to champion inclusion for all their students.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148324058","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":"A Mixed-Methods Toolkit for Evidence-Based Diversity, Equity, and Inclusivity Policy in International Organizations","authors":"Kara C. Hoover,&nbsp;Ritesh Kumar,&nbsp;Renée Hartig,&nbsp;Paloma Rohlfs Dominguez,&nbsp;Marius Baguma,&nbsp;Paule Valery Joseph,&nbsp;Sachiko Koyama","doi":"10.1002/dvr2.70064","DOIUrl":"https://doi.org/10.1002/dvr2.70064","url":null,"abstract":"<p>Diversity, equity, and inclusion frameworks developed in Western contexts often fail when applied globally, as they inadequately account for cultural variation, linguistic diversity, and colonial legacies that persist in international organizations. This article presents a mixed-methods toolbox for developing evidence-based DEI policy tailored to international settings, drawing on three complementary analytical approaches. A literature review identifies systemic barriers, including bias rooted in colonial structures, a lack of diversity in leadership and innovation, and resistance to organizational change. A 2-year organizational case study demonstrates how survey and communication platform analytics can reveal patterns of geographic representation, language accessibility barriers, and leadership dependency that create structural inequities even in organizations explicitly committed to DEI values. Bibliometric analysis of DEI action plans traces the evolution of discourse across three periods — from foundational diversity and equity themes (1994–2007), through disciplinary fragmentation (2008–2016), to consolidated frameworks emphasizing accountability and structural equity with inclusivity emerging as a distinct theme (2017–2022) — while exposing significant geopolitical siloing in international collaboration networks. Integrating findings across all three methods, we present an actionable toolbox that transforms research evidence into policy recommendations across three domains—diversity, equity, and inclusivity—each supported by specific implementation strategies and measurable accountability metrics. This framework prioritizes structural interventions that address the realities of international collaboration, including differential time zones, varied regulatory environments, platform accessibility constraints, and cultural variation in hierarchy and communication norms, offering organizations practical guidance for moving beyond performative statements toward substantive institutional change.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148281949","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":"A Mixed-Methods Toolkit for Evidence-Based Diversity, Equity, and Inclusivity Policy in International Organizations","authors":"Kara C. Hoover,&nbsp;Ritesh Kumar,&nbsp;Renée Hartig,&nbsp;Paloma Rohlfs Dominguez,&nbsp;Marius Baguma,&nbsp;Paule Valery Joseph,&nbsp;Sachiko Koyama","doi":"10.1002/dvr2.70064","DOIUrl":"https://doi.org/10.1002/dvr2.70064","url":null,"abstract":"<p>Diversity, equity, and inclusion frameworks developed in Western contexts often fail when applied globally, as they inadequately account for cultural variation, linguistic diversity, and colonial legacies that persist in international organizations. This article presents a mixed-methods toolbox for developing evidence-based DEI policy tailored to international settings, drawing on three complementary analytical approaches. A literature review identifies systemic barriers, including bias rooted in colonial structures, a lack of diversity in leadership and innovation, and resistance to organizational change. A 2-year organizational case study demonstrates how survey and communication platform analytics can reveal patterns of geographic representation, language accessibility barriers, and leadership dependency that create structural inequities even in organizations explicitly committed to DEI values. Bibliometric analysis of DEI action plans traces the evolution of discourse across three periods — from foundational diversity and equity themes (1994–2007), through disciplinary fragmentation (2008–2016), to consolidated frameworks emphasizing accountability and structural equity with inclusivity emerging as a distinct theme (2017–2022) — while exposing significant geopolitical siloing in international collaboration networks. Integrating findings across all three methods, we present an actionable toolbox that transforms research evidence into policy recommendations across three domains—diversity, equity, and inclusivity—each supported by specific implementation strategies and measurable accountability metrics. This framework prioritizes structural interventions that address the realities of international collaboration, including differential time zones, varied regulatory environments, platform accessibility constraints, and cultural variation in hierarchy and communication norms, offering organizations practical guidance for moving beyond performative statements toward substantive institutional change.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148281948","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}