Diversity and Inclusion

8 Key excerpts on "Diversity and Inclusion"

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  Managing Workplace Diversity, Equity, and Inclusion

  A Psychological Perspective

  • Rosemary Hays-Thomas(Author)
  • 2022(Publication Date)
  • Routledge

    (Publisher)

  Part One Basic Concepts, Tools, and Information Passage contains an image

  Chapter 1 Diversity, Equity, and Inclusion in Organizations Basic Concepts

  DOI: 10.4324/9780367808884-2

  D

  IVERSITY , equity, and inclusion (DEI) are central concepts in contemporary workplaces and the topic of a growing body of research in work-related fields (e.g., Roberson et al., 2017 ). Miscommunication often results from the fact that people use the same words but may not mean the same thing. Therefore, we begin by defining terms that we will use throughout this text. What is diversity, what are equity and inclusion, and how do they differ from some other familiar terms?

  DIVERSITY, EQUITY, AND INCLUSION—WHAT DO THEY MEAN?

  The importance of shared meanings is illustrated in the two studies of college students' understanding of “diversity” (Chen & Hamilton, 2015 ). The first study showed that for minorities, perceptions of “diversity” were affected both by their numerical representation and their social acceptance. However, a second study showed that for White participants, perceived diversity rose when description of either minorities' numerical representation or their social acceptance was higher. For participants who were students of color, in contrast, perceived diversity increased only when both representation and acceptance were high. In this research, diversity meant different things to the two groups.

  When the word and the field of diversity first became popular in the 1980s, the term referred to changes in demographic characteristics of the labor force and work organizations, particularly race, ethnicity, and sex. The workforce was expected to be more variable in the future in these demographic characteristics, and diversity seemed a good word to convey these differences. Later, some thought it would be useful also to consider other bases for diversity such as education level, geographic background, language, value system, and other attributes. We can think of the first meaning as a narrow definition and the expanded meaning as broad.

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  Diversity at Work

  The Practice of Inclusion

  • Bernardo M. Ferdman(Author)
  • 2013(Publication Date)
  • Jossey-Bass

    (Publisher)

  In many ways, Diversity and Inclusion are now often treated almost like two sides of the same coin. Yet in spite of (or perhaps because of) this usage, the distinctions and relationships between them are not always sufficiently specified. Related to this, there has been a great deal of work focusing on diversity, but much less on inclusion. Because there is a growing area of professional practice in organizations commonly referred to as Diversity and Inclusion (or D&I), more conceptual and practical clarity regarding what inclusion means and how it can be cultivated in diverse organizations and groups will be helpful not only in providing more coherence to this growing field, but also in establishing a foundation for The Practice of Inclusion in Diverse Organizations 5 more effective practice and a basis for empirically testing its assumptions. Inclusion as the Key to Diversity’s Benefits What is the connection of Diversity and Inclusion? Why are they tied so closely together? To varying degrees, diversity is a fact of life in work groups and organizations. Inclusion is grounded in what we do with that diversity when we value and appreciate people because of and not in spite of their differences, as well as their similarities. More important, it involves creating work con- texts in which people are valued and appreciated as themselves and as integrated and complex—with their full range of differ- ences and similarities from and with each other. Essentially, inclu- sion is a way of working with diversity: it is the process and practice through which groups and organizations can reap the benefits of their diversity. Diversity at Work What makes diversity so important? On the one hand, much of the focus in the field of diversity in organizations has been on reducing or eliminating undesirable, unfair, and illegal bias and discrimination and on increasing equity and social justice (Ferdman & Sagiv, 2012).

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  The Wiley Handbook of Learning Technology

  • Nick Rushby, Dan Surry, Nick Rushby, Dan Surry(Authors)
  • 2016(Publication Date)
  • Wiley-Blackwell

    (Publisher)

  Educators and learners are in the midst of significant transformations in both the teaching and learning arenas. The first transformation involves the increasingly ubiquitous ways that digital technologies enable people to engage one another (Parson et al. 2009; Turkle 2005). Most of us expect to interact with technology at different times and in different ways as we move through our day-to-day activities. These digital technologies comprise the fabric of our everyday lives. The second significant transformation is driven by the increasing cultural and cognitive diversity within classrooms, globally and particularly within multiethnic societies like the United States (US Department of Education 2011; De Jaegher and DiPaolo 2007; Chan et al. 2006). Additionally, there is an increasing awareness of the existing diversity of students and learning styles (e.g., English as a second language or ethnicity). While this increase in diversity is technology-independent, there is an important role technology can play in promoting more equitable learning pedagogy practices for a growing learner demographic.

  What is diversity? For the purposes of this chapter the term “diversity” is defined as the state of having a variety of human identities and characteristics. Consider the broad range of identities represented within any group of students, educators, and policymakers. This range of identities includes race, sexual orientation, gender, ethnicity, socioeconomic status, religious beliefs, etc. Additionally, there is diversity in learning styles (intrapersonal, social, visual, verbal, etc.), teaching styles (lecture, flipped classroom, etc.), students’ previous educational experiences, native language, and physical and cognitive abilities. How such a diverse group of learners, educators, and policymakers engage with one another is critical—if they engage well, learning outcomes can be very productive, but poor engagement can lead to disaster (Gardner 2006; Bandura 2002). Educators must prepare themselves to teach in more diverse classrooms. They must utilize technology in ways that engage a broader variety of learners. They must pursue professional development opportunities to gain fluency with teaching a diverse population of learners.

  Learning technologies are technological processes and resources that advance student learning (Kolodner 2004; Papert 1993). These technologies have blossomed from the early static systems with limited interactivity to the immersive and editable user-centric environments of today. Not surprisingly, most learning technologies have evolved in concert with other digital technologies (Slevin 2008), from early desktop computers and networked workstations to today’s wireless devices. These include hardware such as overhead projectors, laptop computers, calculators, smartphones and software such as gaming environments (both online and offline). Earlier technologies pressed into service primarily consisted of analog devices (e.g., CD players, tape recorders, overhead projectors, VCRs, etc.).

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  Work and Employment in a Changing Business Environment

  • Stephen Taylor, Graham Perkins(Authors)
  • 2021(Publication Date)
  • CIPD - Kogan Page

    (Publisher)

  Important within this definition is the central idea within equality theory that no one should be treated differently on the basis of a specific protected characteristic. In the UK, the Equality Act 2010 enshrines the protections afforded to individuals, meaning that it is unlawful to discriminate on the basis of age, disability, gender reassignment, marriage/civil partnership, pregnancy and maternity, race, religion/belief and gender. Interestingly, the definition makes specific reference to the idea that ‘no one should have poorer life chances’ (EHRC, 2019) as a result of their circumstances, and this is an important foundational concept within the area of equality. The EHRC argues that since the UK introduced anti-discrimination legislation in the 1970s, we have made progress towards being a more equal society. They suggest that outdated attitudes and stereotypes, for example the ‘stay-at-home mum’, have begun to fade. But, having said that, statistical data from organisations such as the Office for National Statistics and reporting from organisations regarding gender pay gaps (CIPD, 2019) still show that females typically earn less than males, and that the lack of female representation in high-paid, board-level positions is still an issue (Terjesen and Sealy, 2016). The presence of such issues suggests that, whilst progress has been made, it would be demonstrably fallacious to argue that further steps cannot be taken to promote equality and diversity within our organisations. It has been argued that discriminatory stereotypes and attitudes persist because of a number of deep-seated psychological mechanisms, and although an exploration of these is beyond the scope of the current book, this is an area of active scholarly and practitioner research interest.

  Moving on from the subject of equality, we come to diversity. Many scholars and writers within this field conflate the terms ‘diversity’ and ‘inclusion’, which again adds a level of confusion to the territory. For our purposes, the CIPD (2018) suggests a straightforward definition:

  Diversity is about recognising difference, but not actively leveraging it to drive organisational success. It’s acknowledging the benefit of having a range of perspectives in decision-making and the workforce being representative of the organisation’s customers.

  Perhaps the key point of note within this definition is the idea that diversity is about the recognition of difference, but that this does not automatically extend to our organisations actively taking advantage of difference to drive improved performance. This presents somewhat of a problem with current approaches to diversity management, but helpfully a resolution is found when we consider the subject of ‘inclusion’:

  Inclusion is where difference is seen as a benefit, and where perspectives and differences are shared, leading to better decisions. An inclusive working environment is one in which everyone feels valued, that their contribution matters and they are able to perform to their full potential, no matter their background, identity or circumstances. An inclusive workplace enables a diverse range of people to work together effectively.

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  Equality, Inequalities and Diversity

  Contemporary Challenges and Strategies

  • Geraldine Healy, Gill Kirton, Mike Noon, Geraldine Healy, Gill Kirton, Mike Noon(Authors)
  • 2010(Publication Date)
  • Bloomsbury Academic

    (Publisher)

  The nature of the relationship between inclusion and diversity is reinforced, and further extended, in the comments of Ms L (the Director of Global Inclusion and Diversity at Cisco Systems). She observes: Diversity is what you see when you get a group of people together. Whenever there is a different person in the room from you, you got a diverse group going on. But what do we do with it? So, its how we leverage the fact we bring different perspectives, that we bring different cultures and backgrounds together and what we do when we get those folks together, how that promotes innovation and helps us work as a better multicultural global organization. ... I think that’s the inclusion part of the equation. Ms L’s observations render explicit something which is perhaps implicit in the earlier quotes and throughout the sample of videos. The message is that diversity is inevitable and unavoidable – communities and organizations are, to a greater or lesser extent, always diverse and, as such, constituted through diverse groups. This is apparent in Ms L’s suggestion above that: ‘Whenever there is a different person in the room from 30 Clif f Oswick you, you got a diverse group going on.’ In this sense, diversity is a given. Inclusion, however is not an ever-present phenomenon. It is a process and it involves a choice. In effect, it is the means by which the latent potential of diversity can be operationalized and utilized (or as Ms L frames it in corporate-speak: ‘Leveraged’). Hence, the lever-age offered via a deliberate and strategically chosen process of inclusion facilitates the achievement of corporate goals and socially desirable outcomes albeit that, as in the case of Ms L, it is the business case which it tends to take precedent. Discussion Certain similarities and consistencies are apparent when the SSCI results for aca-demics and the YouTube results for practitioners are compared.

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  ASAE Handbook of Professional Practices in Association Management

  • John B. Cox, Susan S. Radwan, John B. Cox, Susan S. Radwan(Authors)
  • 2014(Publication Date)
  • Jossey-Bass

    (Publisher)

  what will flow from Diversity and Inclusion as it pertains to your association and its mission. Post the statement on the association website and LinkedIn profile, and throughout your staff handbook and volunteer publications. In addition, ensure that your partners and suppliers are aware of your D&I statement.

  There is no fixed definition for “diversity” and “inclusion.” Diversity may mean “a wide range of interests, backgrounds, experiences.” Or “differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.” Diversity may focus on human and institutional viewpoints, backgrounds, and life experiences, on “tolerance of thought, ideas, people with differing viewpoints, backgrounds, and life experiences.” The variety reflected under the diversity umbrella also includes different opinions, backgrounds (degrees and social experience), religious and political beliefs, sexual orientation, heritage, and life experience.

  You need to decide the definition, and then examine the question, “How does diversity relate to your core mission?” Do the same for inclusion. Ask, “How is the specific environment of your association designed to respect and encourage the kind of participation that will support your mission and social objectives?”

  Sample Diversity Statements

  Some diversity statements are a few paragraphs long.

  Teach For America, for example, “seeks to enlist our nation's most promising future leaders in the movement to eliminate educational inequity” and knows “these leaders will be diverse in ethnicity, race, and economic background.” Their places on the political spectrum and their religious beliefs will be similarly varied, and we seek individuals of all genders and sexual orientations and regardless of physical disabilities. Maximizing the diversity of our organization is important so that we can benefit from the talent and energy of all those who can contribute to our effort, and also to increase the opportunity for engagement in the circles of influence in our tremendously diverse society. Moreover, we seek to be diverse because we aspire to serve as a model of the fairness and equality of opportunity we envision for our nation.

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  Diversity, Equity, and Inclusion at Work

  • George B. Cunningham(Author)
  • 2023(Publication Date)
  • Routledge

    (Publisher)

  The purpose of this chapter was to provide an opening glimpse of diversity, equity, and inclusion in organizations. As the DEI at Work case illustrated, these topics are important for managers, and they will be for years to come. Having read this chapter, you should now be able to do the following:

  1. Define diversity, equity, and inclusion. Diversity is the presence of socially meaningful differences among members of a dyad or group. Equitable organizations are those where justice is engrained in the workplace, where people from all backgrounds enjoy fair treatment and opportunities to be successful, and where organizational members seek to dismantle systems that run counter to these principles. Finally, inclusion represents the degree to which employees are free to express their individuated self and have a sense of workplace connectedness and belonging.
  2. List and explain the different diversity forms. We overviewed two forms of diversity: surface-level, which is related to observable characteristics, and deep-level, which is related to differences in psychological characteristics. Deep-level diversity is further divided into information diversity, or those differences based on the knowledge and information that members bring to the group, and value diversity, which is related to differences in the values, attitudes, and beliefs of group members.
  3. Summarize the factors that have contributed to an increased interest in diversity, equity, and inclusion. Many factors contribute to the emphasis on diversity, equity, and inclusion, including fairness and justice, changing demographics, legal mandates, social pressures, negatives of exclusion, and the value of diversity, equity, and inclusion.

  Questions FOR DISCUSSION

  1. Why is it important to understand diversity, equity, and inclusion?
  2. Do you differentiate among diversity, equity, and inclusion? Why or why not?
  3. Based on your experiences, how much emphasis do managers place on diversity, equity, and inclusion? Why is this the case? Does the emphasis vary by industry?
  4. Think about the ways people differ. Are some more meaningful than others? Why?

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  Cambridge Handbook of Engineering Education Research

  • Aditya Johri, Barbara M. Olds(Authors)
  • 2014(Publication Date)
  • Cambridge University Press

    (Publisher)

  Queerness, class, nation- ality, disability, age, and other forms of dif- ference are for the most part not seen as requiring address. The focus has been on expanding the roster of who is present, using only those categories and methods familiar 335 336 cambridge handbook of engineering education research from decades of educational policy and prac- tice. That is, we customarily count women and people of color, and measure gains or losses in numeric representation of those groups, as programs to end discrimination in education, recruiting, hiring, and promo- tion have been put into practice. This familiar approach to diversity can- not maximize the inclusiveness of engineer- ing occupations. First, entire categories of practitioner identity and experience remain under-considered: the underrepresentation of persons identifying as queer, disabled, elderly, or poor in engineering has histori- cally garnered little explicit attention, even from those most concerned with diversity. (Assistive technology developers and dis- ability services for science, technology, engi- neering, and mathematics [STEM] students have made significant contributions, but institutional commitments to these inter- ventions remain few.) In failing to consider the nature of discrimination faced by indi- viduals of these backgrounds and identities, not only do we place those particular indi- viduals at a disadvantage, but we also fail to probe with depth and complexity exactly how exclusionary social patterns perpetuate in our culture. Second, and crucially, counting white and nonwhite, male and female persons present in engineering (the crudeness of those rubrics aside) has been a self-limiting reformist exercise. Reflexivity is too easily foreclosed in such quantitative excursions. We have seen that even when marginalized voices are included, there are problems with how this inclusion is structured: tokenism and compartmentalization often configure institutional diversity programs.

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