No description available.

No description available.

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This research is a survey of two samples, one among the 450 Faculty and the other among the 5,200 full-time and 2,200 part-time students of a bilingual and multicultural university located in Ontario, Canada. Diversity characteristics that are examined include ethnicity, gender, age, job status, marital status, study program, faculty, and disability. The variables under study include inclusiveness, class atmosphere, perceived behavior of students and faculty, support for research, working environment, safety, organizational image, and performance expectations. / Readers must contact Common Ground Publishing for permission to reproduce: http://commongroundpublishing.com

Indiana University-Purdue University Indianapolis (IUPUI) / As the world continues to diversify and we begin to move towards a majority-minority America, it becomes ever critical for organizations to utilize diversity training effectively to create a more equitable work environment. This is especially true when considering the growth of Latino immigrants in the work force and how majority group members may view this as a threat to their group dominance, resulting in experiences of discrimination and prejudice towards minorities. However, research regarding the best methods to utilize to reduce prejudice against specific targeted groups has been inconclusive, and little work has been done to investigate personality characteristics as potential boundary conditions of diversity training effectiveness. Thus, the goal of this study is to investigate the effectiveness of two diversity training methods, perspective taking and imagined contact, specifically for trainees low in Openness to Experience who may be especially resistant to training. To test this over two time points (two weeks apart), we recruited White participants ( N= 471) via Amazon’s Mechanical Turk, highlighted the demographic changes occurring in the modern workforce, randomly assigned them to either the perspective taking, imagined contact, or control condition, and then measured their Openness to Experience, intergroup anxiety, prejudiced attitudes and behavioral intentions towards Latino immigrants. Results revealed no significant interactions with Openness to Experience, thus resulting in its omission from the final model. Results also did not provide evidence for the training methods having a significant direct effect on the reduction of prejudice and the increase in behavioral intentions towards Latino immigrants. However, there was support found for intergroup anxiety such that it mediated the relationship between the diversity training methods and prejudiced attitudes and behavioral intentions. Exploratory analyses also revealed imagined contact to be more effective at reducing prejudice and increasing positive behavioral intentions via a reduction in intergroup anxiety compared to the perspective taking condition. Implications, future research, and limitations are discussed.

No description available.

No / United Kingdom equalities legislation places general and specific legal duties upon higher education institutions to promote equality and diversity positively. This includes an increased emphasis on training and development, especially in the context of promoting and raising awareness of equality and diversity within an organizational setting. The authors evaluate the impact and effectiveness of drama as a means of delivering equality and diversity training. The legal, business, and moral case for diversity is explored, highlighting and investigating the important role of effective equality and diversity training. Drama‐based diversity training is considered within the context of a local university initiative aimed primarily at middle management. Within this initiative, professional actors explored the effects of discrimination in the workplace. The authors frame their findings in the evaluation model proposed by Kirkpatrick (1998). The authors argue that drama‐based training is an effective tool for delivering equality and diversity training and present evidence for such training as having a positive impact. In particular, drama‐based training increases the confidence and capacity of university middle managers to challenge inappropriate behavior in the workplace.

Diversity management and diversity training have been part of the standard management repertoire for several decades, and have recently received fresh impetus in the UK through the Equality Act 2010. The Police Services in England and Wales and in Scotland have further reasons to ensure the fair treatment of their own workforces and equality in their dealings with the public since the Macpherson Inquiry and the subsequent revelations relating to the Stephen Lawrence case. For the Police Service, diversity is particularly crucial as it forms a key element of public legitimacy and therefore impacts upon the very principle of ‘policing by consent’, the foundation of British policing (Jackson et al. 2012). However, diversity policies and diversity training tend to be viewed narrowly and used as a decontextualised medium to reduce racism (and other ‘isms’), seen as fulfilling their purpose regardless of the political and occupational context. This thesis, in contrast, suggests that there is a need to examine diversity management and diversity training, not only within an organisational context, but also within the broader political economy into which it is introduced and in which it is implemented. Tracing the various aspects that make up the political economy of policing, the thesis outlines social, economic, legal and political influences, as well as the occupational culture of the police and its emotional ecology. Given the longitudinal design of the research, and the profound changes that have occurred to the political economy of policing over a relatively short time, the thesis is able to examine the impact of these changes on diversity practices within the Police Service of Scotland. Longitudinal data collected at two points in time, 2008/9 and 2013 – straddling not only the introduction of the Equality Act 2010, but also the creation of a single Police Service in Scotland, amongst other changes – suggests that significant changes have occurred to diversity training and diversity professionals, as well as to the ways in which diversity is managed. Using the notion of emotional spaces, diversity training in particular reveals complex interactions in the context of the changes, exposing the tensions police officers and police staff are currently experiencing. Drawing on the analytical framework of emotional ecology, it is argued that in addition to other changes to the political economy of policing, diversity training courses reflect demands for the police to be more open, sensitive and collaborative, by challenging and ‘opening up’ the emotional ecology of the police during training. Interviews and longitudinal observational data suggest that this process has intensified greatly since the creation of Police Scotland, thereby placing competing demands on officers to consolidate the new with the conventional emotional ecology of the police.

As the world continues to diversify and we begin to move towards a majority-minority America, it becomes ever critical for organizations to utilize diversity training effectively to create a more equitable work environment. This is especially true when considering the growth of Latino immigrants in the work force and how majority group members may view this as a threat to their group dominance, resulting in experiences of discrimination and prejudice towards minorities. However, research regarding the best methods to utilize to reduce prejudice against specific targeted groups has been inconclusive, and little work has been done to investigate personality characteristics as potential boundary conditions of diversity training effectiveness. Thus, the goal of this study is to investigate the effectiveness of two diversity training methods, perspective taking and imagined contact, specifically for trainees low in Openness to Experience who may be especially resistant to training. To test this over two time points (two weeks apart), we recruited White participants ( N= 471) via Amazon’s Mechanical Turk, highlighted the demographic changes occurring in the modern workforce, randomly assigned them to either the perspective taking, imagined contact, or control condition, and then measured their Openness to Experience, intergroup anxiety, prejudiced attitudes and behavioral intentions towards Latino immigrants. Results revealed no significant interactions with Openness to Experience, thus resulting in its omission from the final model. Results also did not provide evidence for the training methods having a significant direct effect on the reduction of prejudice and the increase in behavioral intentions towards Latino immigrants. However, there was support found for intergroup anxiety such that it mediated the relationship between the diversity training methods and prejudiced attitudes and behavioral intentions. Exploratory analyses also revealed imagined contact to be more effective at reducing prejudice and increasing positive behavioral intentions via a reduction in intergroup anxiety compared to the perspective taking condition. Implications, future research, and limitations are discussed.

Indiana University-Purdue University Indianapolis (IUPUI) / Diversity training continues to be an important research domain because of its practical application in modern organizations. However, research regarding best methods remains inconclusive, and little work has investigated non-demographic trainee characteristics as boundary conditions of diversity training effectiveness. The goal of this study is to test the efficacy of integrating two diversity training methods, perspective taking and media contact, specifically for resistant trainees who are high in social dominance orientation (SDO). In a sample of 373 participants, I test a proposed three-way interaction between these variables such that the effect of perspective taking on racial bias and intergroup anxiety will be enhanced by a media contact video condition, and this integration of training methods will be particularly beneficial for high SDO individuals. This hypothesis was largely unsupported, as integrating perspective taking and media interventions did not lead to lower racial bias or intergroup anxiety. Counter to expectations, the media contact video revealed a harmful effect on racial bias for those low in SDO. However, when combined with a perspective taking writing task, this harmful effect was mitigated. Supplemental analyses reveal that in the media contact video condition, the effect of SDO on racial bias was explained by a mediating mechanism, parasocial connection. Trainees high in SDO formed more negative parasocial connections with the speaker in the media contact video condition. However, those low in SDO formed strong positive parasocial connections with the speaker, and in turn, this positive parasocial connection led to lower racial bias. Implications, future research, and limitations are discussed.