Diversity & Inclusion Research最新文献

{"title":"From Setback to Comeback’: A Phenomenological Study of GCE ‘O’ Level Exam Repeaters","authors":"Sylvester Kyei-Gyamfi,&nbsp;Frank Kyei Arthur,&nbsp;Stephen Afranie,&nbsp;Theophilus Kwabena Abutima,&nbsp;Ada Adoley Allotey,&nbsp;Zita Kyei-Gyamfi,&nbsp;Lawrence Hayford,&nbsp;Joseph Kwatsenu","doi":"10.1002/dvr2.70051","DOIUrl":"https://doi.org/10.1002/dvr2.70051","url":null,"abstract":"<p>This study examines the lived experiences of Ghanaians who initially failed but later retook the GCE ‘O’ Level examinations, a pivotal educational milestone. Academic failure in Ghana is often stigmatized, with enduring implications for identity, self-esteem, and family dynamics. A mixed-methods design combined an online survey and telephone interviews with 83 participants (57.8% female, 42.2% male), most in their 50–60 s. Quantitative data revealed repeated exam attempts, culminating in a 71.1% pass rate. Qualitative interviews captured narratives of distress, including shame, diminished self-worth, and family labeling, alongside resilience and eventual success. These findings demonstrate that educational setbacks are not only academic but also profoundly social and psychological, influencing how individuals are perceived within their families and communities. The study underscores the importance of compassionate educational and family support systems to mitigate stigma, highlighting the powerful intersection between academic achievement and Ghanaian societal values.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154686","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":"Beyond the Toy Box: How Australian Adults Prescribe Toys Based on Child Gender Expression and Assigned Sex","authors":"Callyn Farrell,&nbsp;Aisling Mulvihill,&nbsp;Virginia Slaughter,&nbsp;Michael Thai","doi":"10.1002/dvr2.70045","DOIUrl":"https://doi.org/10.1002/dvr2.70045","url":null,"abstract":"<p>Children's gender socialisation begins before birth, as parents form gendered expectations and prepare environments that anticipate a child's gender, and gender-typed toys are a prominent tool in this process. Adults consistently demonstrate gendered patterns in how they prescribe toys to children, but it remains unclear whether these are driven more by the child's assigned sex or their gender expression. In this study, 1200 Australian adults (562 parents, 638 non-parents; 603 women, 597 men) prescribed toys to child protagonists depicted as either female or male and as feminine or masculine in their gender expression. Significant differences emerged: adults were more likely to prescribe feminine toys to girls and feminine-presenting children, and masculine toys to boys and masculine-presenting children. While both factors influenced responses, the child's assigned sex had a stronger effect than gender expression. These patterns also varied by the gender of the adult participant. Our findings offer novel insights into how adults contribute to children's gender socialisation through toy prescriptions.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70045","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145845975","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":"The Relationship Between Health Care Discrimination and Disabled People's Emergency Department Utilization","authors":"Carli Friedman,&nbsp;Laura VanPuymbrouck","doi":"10.1002/dvr2.70047","DOIUrl":"https://doi.org/10.1002/dvr2.70047","url":null,"abstract":"<p>Disabled people, including those with chronic illnesses, visit the emergency room significantly more often than nondisabled people. Research indicates a correlation between access to health care and emergency department utilization. The inequitable care disabled people receive contributes to their unmet health care needs. The aim of this exploratory study was to examine the relationship between disability discrimination in health care and disabled people's emergency department utilization. To do so, we analyzed data from a national survey we conducted with 2042 disabled people in 2023. The data were analyzed with descriptive statistics and hierarchical logistic regression models. In our study, 39% of disabled adults visited the emergency department at least once in the previous year. When disabled people experienced differential health care because of disability, they were up to 2.83 times more likely to visit the emergency department, even when disability type, chronic conditions, health insurance, and other sociodemographic factors were controlled. It is time for a reckoning in health care where not only the high rates of discrimination among health care professionals are recognized but so too is the real harm they can do to disabled people; only then can we begin to address inequities in health care.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145751230","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":"Unequal Playing Field: Financial Responsibility and Hardship in Emerging Adulthood","authors":"Chien-Chung Huang,&nbsp;Jianping Yao","doi":"10.1002/dvr2.70046","DOIUrl":"https://doi.org/10.1002/dvr2.70046","url":null,"abstract":"<p>Financial well-being in emerging adulthood is shaped by early socioeconomic factors, yet disparities in financial responsibility and material hardship remain understudied. This study examines how childhood poverty, family dynamics, and school environments influence financial outcomes among emerging adults, using longitudinal data from the <i>Future Families and Child Wellbeing Study</i> (<i>N</i> = 2824) in the United States. Applying the Emerging Adulthood Theory and the Life Course Perspective, we analyzed financial responsibility and material hardship at age 22. Results revealed that poverty at birth predicted higher financial responsibility and greater material hardship, with male and Black and Hispanic youth disproportionately affected. Gender disparities emerged, as women reported higher hardship despite similar responsibility levels. Youth born into single-parent families reported greater financial responsibility at age 22. In contrast, higher levels of parental involvement and school engagement during childhood were associated with reduced material hardship in emerging adulthood. Findings underscore structural inequities, highlighting the need for policies that address systemic barriers alongside financial interventions. This study advances understanding of how early disadvantage perpetuates financial instability, urging targeted interventions for vulnerable populations.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145751014","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":"CANTech Justice: Grassroots Responses to Digital Bias and Technological Power in the Canadian Context","authors":"Zeinab Farokhi,&nbsp;Evangeline (Vange) Holtz-Schramek","doi":"10.1002/dvr2.70041","DOIUrl":"https://doi.org/10.1002/dvr2.70041","url":null,"abstract":"<p>Our co-authored article investigates how grassroots arts and culture organizations engage technology as a site of justice-oriented practice. Drawing on primary-source interviews with Canadian grassroots arts and culture organizations, we outline an EDI-infused technological praxis we call CANTech Justice (CTJ). CTJ provides a framework for understanding how cultural and artistic organizations resist exclusionary technologies and imagine justice-centered alternatives. Rather than rejecting digital tools outright, these organizations engage in re-purposing and re-scripting—transforming existing technologies through creative, relational, and politically-grounded practices that challenge dominant design norms and assert community control. CTJ also responds to the dominance of U.S.-based technological infrastructures and frameworks in digital justice discourse. It does so by foregrounding locally-rooted, intersectional approaches to technological agency. However, CTJ operates within the Canadian settler state—a nation built on land theft, resource dispossession, and cultural genocide of Indigenous peoples. These conditions set clear limits to what CTJ strategies can achieve, particularly in relation to decolonial interventions.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145522289","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":"Engaging Critical Equity, Diversity, and Inclusion: Insights From Art, Activism, and Scholarship","authors":"Zeinab Farokhi,&nbsp;Evangeline Holtz Schramek","doi":"10.1002/dvr2.70044","DOIUrl":"https://doi.org/10.1002/dvr2.70044","url":null,"abstract":"&lt;p&gt;In recent years, Equity, Diversity, and Inclusion (EDI) (also called DEI) initiatives have gained significant prominence. This surge can be traced back to the overwhelming violence and brutality that culminated in the murder of George Floyd, a Black American man, by a white police officer in Minneapolis, Minnesota, on May 25, 2020. The incident ignited widespread protests and calls for racial justice, prompting mainstream corporate settings to adopt EDI initiatives aimed at fostering inclusivity and reducing disparities (Kujawa &lt;span&gt;2022&lt;/span&gt;, p. 72; Seijts and Milani &lt;span&gt;2022&lt;/span&gt;, p. 573-4). Despite their stated goals, the effectiveness of these corporate EDI initiatives in addressing institutional racism remains widely debated. Critics argue that many of these efforts are performative—superficial gestures rather than substantive structural change (Ahmed &lt;span&gt;2012&lt;/span&gt;; Bain &lt;span&gt;2023&lt;/span&gt;; Walcott &lt;span&gt;2018&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;The majority of the extant research in the field of EDI work concerns the instrumentalization of EDI strategies by corporations. Common examples include: EDI staff training, EDI audits (by specialized consultants), and explicit shifts within organizational structures in the wake of broadscale EDI, which include, for example, hiring mandates aimed to create more visibly diverse workplaces, which stem from affirmative action policies (Alegria &lt;span&gt;2020&lt;/span&gt;; Andresen &lt;span&gt;2007&lt;/span&gt;; Dewidar et al. &lt;span&gt;2022&lt;/span&gt;; Harrison-Bernard et al. &lt;span&gt;2020&lt;/span&gt;; McCandless et al. &lt;span&gt;2021&lt;/span&gt;; Naidoo et al. &lt;span&gt;2023&lt;/span&gt;; O'Brien and Kerrigan &lt;span&gt;2023&lt;/span&gt;; Puritty et al. &lt;span&gt;2017&lt;/span&gt;; Stevens et al. &lt;span&gt;2008&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;Against this backdrop, our special issue approaches EDI from a different angle–one rooted in grassroots community organizations, as opposed to strictly corporations and institutions. This impetus stems from scholars like O'Brien and Arnold (&lt;span&gt;2022&lt;/span&gt;) who note that “rarely is a grass roots or bottom-up approach to EDI considered” (p. 2). We sought to engage with researchers who connected with, or had pre-existing relationships with, organizations that were built upon EDI principles or foundations, rather than those that had imported EDI at a later stage in their development. We were particularly interested in organizations whose practices and policies were founded upon serving their constituents, many of whom could be understood as historically oppressed, through intersectional means (Crenshaw &lt;span&gt;1989&lt;/span&gt;). These were organizations uninterested in solely performative EDI, or what Ahmed (&lt;span&gt;2006&lt;/span&gt;) calls EDI “non-performatives.” These are organizations who were doing the &lt;i&gt;real&lt;/i&gt; things their constituents needed, responding to demonstrated needs; for instance, they were not hiring an EDI consultant ad hoc solely to appease external donors or trends.&lt;/p&gt;&lt;p&gt;It was through this focus on grassroots and community-led practices that the idea for this s","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469868","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":"CERSPS – Children's Experience of Relational Sport Participation Scale","authors":"Sara Vilgeus Loy,&nbsp;Anders Kassman","doi":"10.1002/dvr2.70043","DOIUrl":"https://doi.org/10.1002/dvr2.70043","url":null,"abstract":"<p>This paper describes the development of a psychometric instrument to measure children's experience of relational participation in voluntary sports organizations. The method followed psychometric principles of measurement construction. The construction followed six steps: (1) Defining children's experiences of participation in sports, (2) Construction of items, (3) Determination of sample size, (4) Examination of data quality, including verification of factorability, (5) Determination of the number of factors, and (6) Validation of the scale. Based on previous research, children's experience of participation in sports was defined as composed of relations between the children and their trainer and also between children and their peers. Forty-four constructed items based on the relational concept underwent two tests with 162 sporting children (10 + 152) aged between 13 and 17. Reliability testing was conducted using item analysis with Cronbach's alpha, factor analysis, and inter-item analysis. Seven items remained in two confirmed dimensions: participation between children and trainers (CPIT) and participation between peers (CPIP). Additional validity analysis using linear regressions showed that the CERSPS instrument, in part, could explain children's satisfaction with how their sport is organized.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145469495","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":"Promoting Inclusive Recruitment Within Children's Social Care Research Trials: Lessons From the Reflective Fostering Study's InCLUDE Project","authors":"Shayma Izzidien,&nbsp;Rachael Stemp,&nbsp;Sabbir Ahmed,&nbsp;Sakab Akram,&nbsp;Rebecca-Leigh Flanagan,&nbsp;Karen Irvine,&nbsp;Shivani Sharma,&nbsp;Nick Midgley","doi":"10.1002/dvr2.70038","DOIUrl":"https://doi.org/10.1002/dvr2.70038","url":null,"abstract":"<p>It is widely acknowledged that those participating in clinical trials generally do not represent the intended beneficiaries of that research. This pattern is mirrored in trials within children's social care settings, where underserved communities are often not adequately represented. This paper shares learning from the Reflective Fostering Study, a clinical trial that evaluated the clinical and cost-effectiveness of the Reflective Fostering Programme, a support programme for foster and kinship carers. The trial included a distinct workstream, the ‘InCLUDE (Increasing Collaboration and Learning with Underserved communities for Diversity and Equity.) project’, aiming to better understand the barriers preventing specific underserved groups (male carers, South Asian and kinship carers) from taking part in the study, as well as identifying facilitators for their active and meaningful involvement. Learning was used to iteratively modify the recruitment processes within the trial, with the aim of improving representation of groups initially underrepresented. Over the course of the trial, representation of specific underserved groups improved, as evidenced by the analysis of study data from the later phases of the study and compared to national data. Drawing on all the learning from InCLUDE, the paper presents broader recommendations for enhancing inclusion and representation in future children's social care research trials.</p>","PeriodicalId":100379,"journal":{"name":"Diversity & Inclusion Research","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dvr2.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385131","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":"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}