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LEARNING, TEACHING, AND DIVERSITY Translingual Home to School Connections: Including Studentsâ Heritage Languages and Cultural Experiences in the Curriculum through Family eBooks Mary Ellen Miller Dissertation under the direction of Professor Deborah W. Rowe As emergent bilingual student populations continue to grow in the U.S., classrooms are more linguistically diverse, while many curricula remain English-dominant. Furthermore, researchers have called on educators to include studentsâ heritage languages, families, and cultural experiences in instruction, or create translingual home to school connections. Yet the processes by which teachers, particularly primarily English-speaking teachers, support studentsâ translanguaging and sharing in the classroom are not well understood. This qualitative study investigates ways that a primarily English-speaking teacher, a researcher, and emergent bilingual students shared about their heritage languages, families, and cultural experiences during home and classroom eBook composing and presenting activities with touchscreen tablets and digital cameras. Data were collected October through May using ethnographic techniques of participant/observation and interviews in one multilingual second grade classroom in an urban, English-dominant, public school. Adults invited children to use tablets in the classroom writing center to take photos, draw pictures, record oral narrations, and write/type text for translingual eBooks. Five digital cameras and two tablets were sent home with participants on a rotating weekly basis so that families could compose eBooks and take photos at home. Family eBooks and photos were included in classroom instruction, and findings indicate that students combined multiple modes and languages to represent their families, languages, and experiences in eBooks. Even when participants spoke different heritage languages, they taught each other their languages for translingual eBooks. Features of a translingual instructional context include collaborative composing, opportunities to present eBooks, and embodied practices where students and adults are positioned as both teachers and learners. Implications for researchers and educators working with emergent bilingual students and their families in English-dominant schools are described, including practices for creating translingual home to school connections. Future research is needed to further examine familiesâ use of digital tools to create translingual instructional materials, familiesâ perspectives on translanguaging pedagogies, and ways to implement translingual instruction beyond the classroom level.

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The present study was a qualitative inquiry into the attitudes and needs of faculty in higher education regarding diversity and inclusion training. Faculty are more likely to hold bias against students of marginalized identities (Tinto, 1975; Moss-Racusin et. al, 2012; Phelan et. al, 2017). This bias can often create discrimination and disparate outcomes for marginalized students (Okahana et. al, 2016). However, few opportunities are provided for faculty to develop competence in working with students of marginalized identities (Sue & Constantine, 2007). Diversity and inclusion training has become widely popular in organizations as a solution to bias and discrimination; however, it has been criticized as ineffective and unhelpful in targeting unique challenges of professions such as academic (Bezhrukova et. al, 2012). Participants in this study were recruited from a mid-size Midwestern university through direct email solicitation. Experiences with diversity, inclusion, and training were assessed through a short answer survey. Participants were asked to share their personal and professional experiences with diversity, inclusion, and training, as well as their needs from future diversity and inclusion training. A Grounded Theory approach was used to analyze the data. The emergent themes from this study were categorized into a typology of faculty based on their attitudes to diversity, inclusion, and training. These typologies encompass faculty attitudes toward diversity and inclusion, attitudes toward training, and how those attitudes impact perspectives on other faculty, administration, students, and future training opportunities. Faculty were categorized into the following types: (a) resistant, (b) apathetic, (c) ambivalent, (d) neoliberal, and (e) advocate. Faculty attitudes on diversity and inclusion ranged from positive to negative. These views impacted how participants viewed diversity and inclusion training, as well as their willingness to engage in future initiatives. Although many participants held positive views to diversity and inclusion training, they also recognized barriers such as the time involved, the philosophies of the training, and other attendees within the training. Participants also largely believed that they were competent in working with diverse students. They recognized challenges such as increasing retention of diverse students, reducing bias, and having challenging conversations on diversity and inclusion issues in the classroom. Participants also expressed varied views of their fellow faculty and administrators. Although some viewed their faculty peers and administrators as supportive and helpful in moving forward diversity and inclusion initiatives, others exhibited negative views toward faculty and administrators. Training recommendations for each faculty type were dependent on their unique attitudes and barriers to training. These findings suggest that faculty have significantly different needs from diversity and inclusion training and would benefit from specific training opportunities rather than broad training.

Conventional research on workplace incivility has shown how damaging the perceptions of workplace racism can be on employee well-being, especially minorities at an individual level within organizations. Consequentially, the prolonged exposure to racial discrimination through experience and observation has resulted in racial trauma, which increases an individual’s sensitivity to racial discrimination. One result of this is the hostile attribution of racial discrimination in the workplace. Research on the impact of racial discrimination in the workplace has shown that there are severe negative implications for employees who perceive it, especially when an individual misattributes an interaction as racial discrimination. This study examined the reactions of individuals who observed a workplace interaction between a leader and their subordinates while manipulating the factors leadership style and the presence workplace incivility. It was theorized that interactions using specific leadership styles to facilitate discussion in different ways would moderate an individual’s perception of interactional justice and their race would influence their perception of justice during the interaction which would influence their perception of discrimination overall. Though no significance was found to support the suggest theoretical relationships, secondary analyses revealed interactions with race leadership style, employment status and correlations between perceived interactional justice, racial discrimination and dispositional measures that warrant further investigation. These relationships, their implications and the limitations of the study are all discussed as well.

The relationship between two rodent species and the Cape Reed (Willdenowia incurvata) were examined. Many studies have focussed on the role of rodents as predators of plant seeds. However, it seems that certain rodents may actually perform a crucial role in the dispersal of plants. Experiments to uncover the dispersal mechanism were carried out. Also examined is the role of the appendages present on the Restio seeds, possibly as energy-rich rewards for dispersal for the rodents. It was found that the Restio may be dependent on seed-dispersing rodents, although this mutualism is not so important in fragmented habitats.

Affirmative action to redress past discriminatory practices is being implemented on a growing scale in the world, and is creating more diversity in the workforce of organizations. With the implementation of affirmative action in organizations, dramatic changes in the composition of the workforce takes place, especially at management level. Many leaders and managers have a poor awareness of the impact of changes in workforce composition on individual and organizational performance and its management. The central issue in dealing with workforce diversity is power-sharing. A heightened awareness in managers with regard to workforce diversity means becoming open to differences between employees. It also presuppose the creation of an inclusive environment that new groups will need to be let into positions of decisionmaking and influence. Beyond opening the system, organizations will need to create strategies to help staff at all levels to overcome their resistance to this demographic transformation, and deal with one another in harmonious, co-operative ways. Racial fears and tensions have historically shaped the management style of dominant groups to the point where thoughtless prejudice and stereotypical reactions have become the norm. Reactions of workers to such a management style reflects distrust. Diversity-related performance problems can be encountered in organizations, due to the role that diversity plays in individual and organizational behaviour. Dominant groups may project prejudice and stereotyping that result in relationship and task performance problems. Negative effects like absenteeism, lack of training and so forth, give rise to inefficiency and low productivity. Thus, diversity-related problems can increase with increases in diversity (due to affirmative action and employment equity programmes), resulting in an increase in its negative effects on organizational efficiency, if diversity is not managed. The South African economy cannot afford the disregard for the management of diversity. Such disregard poses three dilemmas. The first dilemma is the reality of the consequences of Affirmative action in the context of the management of diversity. Whilst any increase in the level of task non-competitiveness cannot be afforded and accommodated (which in itself is the result of increasing diversity that is not managed), affirmative action has to be implemented. Against this background, it is obvious that South African organizations do not have the option of not understanding the dynamics of affirmative action and its role in the dynamics of workforce diversity. The second dilemma is that there exists a research-need to understand workforce diversity and its issues (diversity-related problems) in South Africa as a prerequisite for developing strategies that are more effective than legislation in dealing with employee-perceptions of equity in the workplace. The third dilemma is the issue of knowing how to manage diversity. Most research in the world to date on was done on “unmanaged diversity”. The status quo of diversity in South Africa is such that diversity related problems are intrinsic to the types of diversity discussed in this study. Diversity will increase in South Africa, which may facilitate the deterioration of the status quo. To reduce the possible negative impacts of this development, the need exists for research to address the three dilemmas discussed. The research method included firstly a literature study on the most recent appropriate perspectives on the dynamics of workforce diversity, and secondly a research design that was used to determine the diversity-related organization form factors of workforce diversity in South Africa. In chapter 2 workforce diversity was studied in the context of Behavioural science, specifically in its contribution to organizational behaviour, with emphasis on group behaviour. Shortcomings of the established Interactional Model of Cultural of Diversity (IMCD) in explaining diversity-related group behaviour is remedied to satisfy research requirements of this study. A new paradigm of workforce diversity is created by integrating research perspectives on diverse-team processes, change-models and the IMCD. The outcome of this study is tested within the context of the results of a pilot-study done in 1997 on the progress made in managing diversity in South Africa. In chapter 3 the management of workforce diversity is studied. The transformation of homogeneity through affirmative action to increased diversity, is investigated. Dimensions of workforce diversity and its role and nature in diversity processes is studied. Most relevant empirical South African research perspectives on the dimensions of diversity in South Africa are integrated with conclusions of chapters 2 and 3 in the construction of a Cultural-specific change model of workforce diversity. In chapter 4 the research design was outlined The diversity-related organization form (mono-cultural, non discriminatory or multicultural), dimensions and factors of workforce diversity is empirically determined at two levels: Firstly, organization form, dimensions, and factors of workforce diversity are identified in a descriptive study. Secondly, the factors of workforce diversity is then determined in a causal study. In chapter 5 the results were reported in terms of the dimensions and organization form that was determined, and the identified factors. The results of the determination of the factors, are presented in the context of a theoretical model of workforce diversity in South Africa, that was established in the causal study. In chapter 6 conclusions and recommendations were reported strictly on the basis of the data of the empirical study and the results. The factors that were determined, are presented as transformational (long-term leadership), and transactional (short-term management) factors. Recommendations are made on appropriate strategies and interventions to manage workforce diversity. This study has limitations that impose constraints on the scope of the study. The population sample is an unrestricted non-probability convenience sample, with size n = 614. Thus, it is very difficult to estimate precision, and interpretations of variance of the mean statistic has to be done very conservatively. The results of the analysis of covariance to be used in inferential methods is affected by the sample’s status as a convenience sample, as variances affect. / Thesis (DBA (Organizational Behaviour))--University of Pretoria, 2001. / Human Resource Management / unrestricted

What are the roles of alternative modes of speciation in the generation of biological diversity? This question is fundamental to the debate surrounding the origins of extraordinarily diverse regions and clades. Diversification in the Cape flora of South Africa has been intensively studied owing to its remarkable diversity, for which significant roles for both ecological and non-ecological speciation have been invoked as drivers. However, much of this research has focused on the mesic fynbos vegetation, with far less attention paid to its neighboring biodiversity hotspot, the arid Succulent Karoo (SK), which has hosted the spectacular radiation of the ecologically dominant ruschioid Aizoaceae, a succulent group which exhibits extreme morphological diversity and convergence. This thesis focused on ruschioid Aizoaceae in the Knersvlakte, a small region of the SK which holds a diverse and endemic-rich flora specially adapted to the ecologically unusual quartz fields - whose patchy distribution in the landscape suggests that diversification may have been facilitated by divergence of populations isolated on these 'environmental islands' in a similar fashion to serpentine systems such as those in California - and continues from previous work on the Knersvlakte-endemic ruschioid genus Argyroderma which supported an adaptive radiation in allopatry hypothesis. A population genomic approach was used to investigate the scale of seed dispersal (which is thought to be very limited due to the group's highly specialized ballistic dispersal mechanism) as well as correlates of population divergence in two ruschioid quartz-field specialists with very different growth forms (the shrubby Ruschia burtoniae versus the dwarf Conophytum calculus) and which co-occurred at four sites distributed throughout the Knersvlakte. This, in combination with ecological and experimental transplant data to test the adaptive underpinning of edaphically-driven community structure, ecological isolation and niche divergence in these and other quartz field species, made it possible to tease apart the roles of local adaptation and limited dispersal in driving gene flow and speciation in the system. Quartz fields were found to be a highly insular habitat with strong internal edaphic community structure, suggesting that they represent an environmental island system. In addition, intrinsic dispersal ability was very poor in the specialist shrub, which showed complete genetic isolation between the four populations separated by just 17-42 km. This species showed strong local adaptation between the populations as well as some evidence that this inhibited gene flow, though it is more likely that dispersal limitation allowed for fundamental niche divergence. In contrast, the dwarf showed surprisingly good dispersal ability and consequent weak genetic structure, which accounted for the lack of edaphic local adaptation between the populations. The study showed that, contrary to expectation, not all ruschioid Aizoaceae are poor dispersers, and also suggested that the likelihood of ecological speciation in response to edaphic heterogeneity is contingent on dispersal ability. Strongly limited dispersal may thus have contributed to the group's diversification either through non-adaptive radiation or edaphically driven adaptive radiation, but other factors are more likely to have driven diversification in sections of ruschioid Aizoaceae that possess mechanisms of long-distance dispersal. Future work might focus on inferring the scale of dispersal (e.g. based on morphological traits) and whether it predicts diversification rates. Finally, the lack of morphological variation in R. burtoniae belies its strong ecological and genetic divergence; in light of this, systematists are encouraged to investigate cryptic speciation in the group.

Indiana University-Purdue University Indianapolis (IUPUI) / Persistent gender bias (i.e., favorable treatment of men over women) has been consistently documented as the most likely cause perpetuating gender disparity in STEM occupations. It is therefore crucial to develop effective diversity interventions that increase awareness of gender bias and decrease sexism in STEM. However, interventions that facilitate greater recognition of gender bias in STEM may inadvertently trigger social identity concerns for women, suggesting they may not fit in those environments. Moreover, women may be less comfortable speaking up in groups where their gender is numerically underrepresented. To mitigate these negative consequences, current research tested the effectiveness of gender composition in a virtual group setting as an identity-safe cue. Results suggested that in groups that consisted primarily of women, participants identified more with their group and this increased identification, in turn, helped alleviate social identity threat. Additionally, participants in female majority groups were more likely than those in female minority groups to participate in group discussions via increased identification with their group. Thus, our findings indicated that diversity practitioners should consider exploring whether diversity interventions in STEM also inadvertently elicit social identity threat for women. Additionally, when developing new trainings, it is important to incorporate identity-safe cues in order to neutralize any potential threat associated with these trainings.

Indiana University-Purdue University Indianapolis (IUPUI) / A significant body of work has demonstrated the importance of diversity and representation in racial and ethnic minority jobseekers’ organizational judgments. While representation is often conceptualized as the general percentage or count of underrepresented minorities (URM) within an organization, a broader definition has been proposed that distinguishes this general or numerical representation from hierarchical representation which considers the placement of those URM employees within an organization. Although the separate effects of these two forms of representation have been evaluated, the present study extends on earlier work by considering the interactive effect. Additionally, the current research considered a potential mechanism to explain the influence of these forms of representation on URM’s organizational judgements. As expected, results showed that an organization depicting more URM employees (high numerical representation) and including Black leadership personnel (hierarchical representation) increased URM’s identity-safety relative to those which had low numerical representation and only White leadership. Moreover, and importantly, both representation effects could be explained indirectly via feelings of anticipated tokenism.