The expansion of workplace demographics in response to globalization and intersectionality has resulted in the workplace becoming increasingly diverse. Research indicates that there are both positive and negative consequences for having diverse workplaces, and the positively inclined studies emphasize how workplace diversity can provide a strategic advantage to organizations when managed effectively. Thus, scholars and organizational decision-makers have diverted their efforts towards understanding leadership and the ways that leaders manage diversity and inclusion to facilitate a climate for inclusion in the workplace. The present study aimed to identify the differences in expectations and perceptions of workplace fairness, effective leadership, and the management of diversity and inclusion between different sociocultural groups to see if they led to the applicability of various leadership behaviors in diversity-related situations. Using a multi-method design, this research assessed the perceptions and expectations of leadership and the management of diversity and inclusion in the workplace. Study One utilized an online survey design to measure the extent to which a leader was expected to be culturally responsive, a manager of diversity and inclusion, and effective. Study Two utilized a quasi-experimental design that exposed participants to DEI-related leadership scenarios where they assessed the leader’s behavior. Both studies collected the sociodemographic information of the participants. Results for Study One (N = 290) suggested that sociodemographic differences play a role in expectations of effectiveness and social justice and equity for managers, leadership effectiveness expectations for managers increase as social justice and equity expectations for managers increase, and culturally responsive leadership expectations for managers play a role in the extent that employees expect leaders to manage diversity and inclusion. Study Two (N = 448) results determined that cultural humility positively influences the relationship between leadership styles (i.e., transformational leadership, Daoist leadership, transactional leadership, and Machiavellian leadership) and the perception of leadership effectiveness. Machiavellian leadership was perceived as less socially just, culturally humble, and effective than the other leadership styles (i.e., transactional leadership, transformational leadership, and Daoist leadership); sociodemographic information was found to be mostly related to perceived leadership effectiveness; and perceived cultural humility and social justice are positively associated with leadership effectiveness. Ultimately, this study revealed the empirical significance of culturally responsive leadership behaviors in the workplace, provided evidence to show the distinct contributions of positive leadership in DEI-related situations, and emphasized the importance of considering the expectations and the demographic distribution of employees when leading to ensure organizational compliance among followers.

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This phenomenological research study explores how districts in Massachusetts support and hinder the work of professionals in the inaugural role of Director of Diversity, Equity and Inclusion (DE&I). Through a qualitative approach, the study engaged six Directors of Diversity, Equity and Inclusion from suburban and urban school settings in semi-structured interviews and focus groups. The data analysis revealed several key themes including the challenges of managing ambiguity and uncertainty of the role, the urgency for supporting BIPOC stakeholders, the emotional toll that comes from a focus on racial issues, and the difficulties of navigating resistance from within and outside of the school district. Overall, the findings suggest that districts should consider creating and utilizing standards for practice to clarify the work and function of Directors of Diversity, Equity, and Inclusion. Further, investing in developing coaching skills in these directors will allow for transformational work to take place within the organization. Instituting self-care supports similar to clinical supervision models may combat the racialized stress experienced by these practitioners. Lastly, the researcher recommends that senior district leaders such as the superintendent become the lead voice organizing and communicating equity goals and initiatives within the district.

Diversity, equity, and inclusion are concepts that have been embraced by organizations in the past years. More and more, companies understand the need to leverage diversity, equity and inclusion in their workforce, and a group of professionals have emerged to support them to achieve this goal: the DEI teams. These workers play a role in advising organizations about the best talent management practices that support a DEI friendly work environment.   The Information Systems (IS) field has also studied how organizational structures interact with information systems and how they impact each other. Therefore, it is also necessary to learn about the DEI professional’s perspective on how their work in the organizations interact with information systems and technologies.   Moreover, the DEI concepts and the work of DEI professionals have become popular in Canada in the past years, however, there has not been enough research in the IS field on how information systems impact diversity, equity, and inclusion in the workforce. For this reason, this research aims to contribute to the IS field by adding some piece of knowledge regarding the interaction between the work of the DEI professionals and information systems.   Following a qualitative research approach, some interview was conducted with eleven DEI professionals from different organizations and job positions in Toronto, Canada. The interviews focused on their experience and perception of how information systems can support or impact their efforts to leverage diversity, equity, and inclusion in their organizations’ workforce. The data collected during the interview was analysed which led to seven main concepts.   The results have shown a positive perception of the DEI professionals in Canada regarding the use of network or social media platforms such as LinkedIn and Facebook in helping organizations to leverage DEI in their workforce. The DEI professionals’ focus on targeted recruitment also has shaped their interactions with the information systems. However, the participants shared some concerns regarding the quality of the data collected from self-identification forms as well as the use of the automated cv screening tools.

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Diversity, equity, and inclusion are concepts that have been embraced by organizations in the past years. More and more, companies understand the need to leverage diversity, equity and inclusion in their workforce, and a group of professionals have emerged to support them to achieve this goal: the DEI teams. These workers play a role in advising organizations about the best talent management practices that support a DEI friendly work environment.   The Information Systems (IS) field has also studied how organizational structures interact with information systems and how they impact each other. Therefore, it is also necessary to learn about the DEI professional’s perspective on how their work in the organizations interact with information systems and technologies.   Moreover, the DEI concepts and the work of DEI professionals have become popular in Canada in the past years, however, there has not been enough research in the IS field on how information systems impact diversity, equity, and inclusion in the workforce. For this reason, this research aims to contribute to the IS field by adding some piece of knowledge regarding the interaction between the work of the DEI professionals and information systems.   Following a qualitative research approach, some interview was conducted with eleven DEI professionals from different organizations and job positions in Toronto, Canada. The interviews focused on their experience and perception of how information systems can support or impact their efforts to leverage diversity, equity, and inclusion in their organizations’ workforce. The data collected during the interview was analysed which led to seven main concepts.   The results have shown a positive perception of the DEI professionals in Canada regarding the use of network or social media platforms such as LinkedIn and Facebook in helping organizations to leverage DEI in their workforce. The DEI professionals’ focus on targeted recruitment also has shaped their interactions with the information systems. However, the participants shared some concerns regarding the quality of the data collected from self-identification forms as well as the use of the automated cv screening tools.

Thesis advisor: Christopher Higgins / The heightened use of “safe space” in educational settings has been the subject of polarizing contemporary controversy and protested by conservative and progressive camps alike, raising concerns about whether “safe space” remains an educationally viable concept. In response to claims that safety is conflated with “coddling” students, censoring unpopular speech, or reinforcing privilege, this dissertation argues that safe spaces signify enduring pursuits of diversity, equity, and inclusion in higher education that are too important to be abandoned. Instead, this interdisciplinary, mixed methods project considers how safe spaces can be rehabilitated to best serve subaltern undergraduate students. Informed by the experiences of six of my former students, I investigate how predominantly White institutions (PWI), like Boston College, can be rehabilitated as places where risky, transformative education is possible. By integrating situated educational philosophy and participatory design research (PDR) that features artistic and embodied methods of relationality (self-portraits, walks, and interactive workshops), I offer a spatial turn in the safe space debates that reveals the ideologically laden ‘normative geography’ of university campuses. Attuning to safe space controversies as spatial struggles uncovers who and what is positioned as “in place” or “out of place” on campus, as well as subaltern students’ transgressive acts of place-making—the quotidian tactics of making a hostile place more habitable for themselves. My dissertation therefore culminates by proposing a risky model of higher education, inspired by Judith Butler’s proposal of ethical formation, that insists on a collective responsibility for inclusive campus place-making. In this iterative framework, safety serves not as a barrier to risk, but as a crucial, co-constructed threshold condition that makes educative risk-taking possible for all students. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

Yes / We present a scene-setting viewpoint that critically examines various diversity, equity, and inclusion (DEI) blind spots within the field of international business (IB). These include issues such as social justice, intersectionality, de-colonization, the co-creation of inclusive research practices in indigenous spaces, social dialogue, and the gap between DEI rhetoric and reality. We also contextualize our discussion in terms of the six papers which make up the first part of our two-part special issue on DEI in IB. We build on existing DEI overview works and comment on specific DEI blind spots. We also discuss the role of positionality as critical reflexive scholarship practice, which we see as an essential step in problematizing structural inequalities. We then discuss six specific areas where DEI blindspots persist within the IB literature and link our discussion to the six papers included in the first part of our DEI special issue. Addressing the contradictions between the business and social justice cases for DEI requires addressing the ontological contradictions between the two perspectives through problematizing structural inequalities. A key contribution of the paper is also the discussion around positionality in DEI research and the relevance of positionality statements as part of critical reflexive scholarship in support of a socially just DEI research agenda. We discuss the role DEI research plays and can play within the evolution of the IB discipline. We apply a critical management studies perspective to pervasive DEI issues, as well as engage with the topics in the special issue through a unique critical reflexive epistemology which includes our own positionality statements as guest editors and researchers. Our critical discussion and recommendations for future research serve as a kind of whetstone to sharpen IB’s DEI research tools and in turn for IB to help sharpen DEI research’s tools, supporting it to become more socially just. / The full text will be available when the article is published by Emerald

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