While our schools across the United States evidently are witnessing an influx of students from diverse backgrounds, the need to address the issue of diversity among public school teachers is critical for inclusive and equitable schools. The purpose of this study was to explore and analyze Texas secondary agricultural education teachers' attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique, and 232 secondary agricultural education teachers participated in the study. Descriptive statistics were used for reporting the demographic and personal characteristics of respondents. Mean scores were used to assess teachers' perceptions of the benefits of diversity inclusion, perceptions of the barriers of diversity inclusion, and perceptions of proposed solutions to increase diversity inclusion in Texas secondary agricultural education programs. The sample consisted of 170 males and 45 females. The ethnic distribution of the sample was 90.5% White/European American, 6.2% Hispanic/Latino American, 1.9% Native American, 0.9% African American, and 0.5% Asian American. Respondents agreed that secondary agricultural education programs can benefit students of color and students with disabilities. Respondents also agreed that some of the barriers that prevent diversity inclusion in agricultural education include the lack of information about agricultural education, negative parental attitudes about agricultural education, and not being accepted by peers. Respondents indicated that the following is needed for all students to achieve in school: (a) educators, parents, and policymakers must develop strategies to address the different learning styles of all students; (b) agricultural educators should encourage and strive to increase students? of color membership in FFA; (c) teachers should become familiar with students of color represented in their classrooms in order to promote an atmosphere of acceptance and cooperation; and (d) agricultural educators should increase recruitment efforts to promote diversity inclusion must occur. The study also indicated that statistically significant differences in means scores existed based upon certain personal characteristics in regards to the Benefits, Barriers, and Solutions scales.

While our schools across the United States evidently are witnessing an influx of students from diverse backgrounds, the need to address the issue of diversity among public school teachers is critical for inclusive and equitable schools. The purpose of this study was to explore and analyze Texas secondary agricultural education teachers' attitudes toward diversity inclusion in Texas secondary agricultural education programs. Using a web-based questionnaire, the researcher employed a nonproportional stratified random sampling technique, and 232 secondary agricultural education teachers participated in the study. Descriptive statistics were used for reporting the demographic and personal characteristics of respondents. Mean scores were used to assess teachers' perceptions of the benefits of diversity inclusion, perceptions of the barriers of diversity inclusion, and perceptions of proposed solutions to increase diversity inclusion in Texas secondary agricultural education programs. The sample consisted of 170 males and 45 females. The ethnic distribution of the sample was 90.5% White/European American, 6.2% Hispanic/Latino American, 1.9% Native American, 0.9% African American, and 0.5% Asian American. Respondents agreed that secondary agricultural education programs can benefit students of color and students with disabilities. Respondents also agreed that some of the barriers that prevent diversity inclusion in agricultural education include the lack of information about agricultural education, negative parental attitudes about agricultural education, and not being accepted by peers. Respondents indicated that the following is needed for all students to achieve in school: (a) educators, parents, and policymakers must develop strategies to address the different learning styles of all students; (b) agricultural educators should encourage and strive to increase students? of color membership in FFA; (c) teachers should become familiar with students of color represented in their classrooms in order to promote an atmosphere of acceptance and cooperation; and (d) agricultural educators should increase recruitment efforts to promote diversity inclusion must occur. The study also indicated that statistically significant differences in means scores existed based upon certain personal characteristics in regards to the Benefits, Barriers, and Solutions scales.

No description available.

No description available.

The importance of diversity and inclusion is spreading worldwide and some countries seem to have developed further than others. The purpose of this study is to describe attitudes toward diversity in a workplace context in the Czech Republic as well as explore ambitions that could be contributing to the development of Diversity Management. A qualitative, inductive method has been used, consisting of nine interviews with people working in HR and DEI. The findings of this study reveal that those working with DEI are often idealists, with a motivation to succeed in the business case as well as the social justice case. Their ambitions are often dependent on strategies for change. The lack of awareness of diversity and inclusions importance in the Czech Republic calls for DEI and HR managers to effectively get across their message. One of the findings implies that open communication has to be encouraged, as this seems to be a restraining factor of inclusion in the Czech Republic. This study is important because it shows that attitudes and ambitions on an individual level, rather than a societal or organisational level, are the determining factors of development within DEI. It also shows that, when it comes to shifting people's mindsets, the most powerful way to do so is through communication, engagement, and education.

No description available.

This thesis analyses the Diversity and Inclusion (D&I) practices in international organizations, especially in the Hilti Group with a special focus on the Czech and Slovak market organizations. The goal is to develop recommendations for the improvement of Hilti's existing practice in gender, generational, global diversity and inclusion. The theoretical part provides an overview of the academic background of D&I, its management, evolution and trends with a special focus on gender and generational diversity. It is followed by best case practices for selected D&I benefits. As a next step, in cooperation with Hilti, a thorough analysis of gender, generational, global diversity and inclusion was conducted with the purpose of comparing global, regional and local outcomes. Moreover, this empirical part aims to get a deeper understanding of the current situation regarding D&I for the market organizations in the Czech and Slovak Republics. The hypothesis that Hilti has developed appropriate initiatives to further implement D&I into its culture, has been confirmed. For further improvement, some suggestions have been proposed. The recommendations for each diversity dimension (gender, generations, global) are based on the literature described in the theoretical part of this paper, best case practices, and also the own ideas of the author.

No description available.

No description available.