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Early studies of school integration are limited to examining the impact of court-ordered integration on student outcomes. As districts are released from their court orders, the context within which integration operates has changed. As such, this study tests whether voluntary integration is a useful intervention for equalizing students' access to post-secondary education. I utilize data from the graduating class of 1997 from Jefferson County Public School District in Kentucky. Results indicate that student GPA is the largest and most influential predictor of both college attendance and prestige. Furthermore, results indicate that school diversity influences GPA differentially depending on students' race and economic background. Implications concerning the future of race-based integration policies are discussed.

Universities are perceived as non-judgmental because of their tolerant environments and emphasis on producing well-rounded students. Despite transformative initiatives to create an inclusive culture, transgender and gender diverse students may still feel that they are treated unfairly due to stigmatisation or poorly implemented diversity policies. Studies have focused mainly on the gender binary practice of transgender individuals assimilating to cisnormativity. Yet, relatively little work has considered the implications of campus life where transgender students may experience discrimination because of gender-exclusive policies and practices (residence halls, bathrooms, public inclusion, training, and support). This study sought to address this gap. Data from a thematic analysis of qualitative semi-structured interviews were utilised to understand trans* students' perceptions and lived experiences at a South African university. Most of the participants revealed that a hostile climate for transgender students prevailed on campus and that the institution lacks resources and education on transgender issues. Findings reported three major themes: (1) Navigating the power of privilege and institutional systemic oppression; (2) Misalignment and invalidation of one's gender identity on campus; (3) The importance of understanding transgender health from a gender minority experience. Recommendations for creating greater inclusion for transgender students on university campuses are presented.

Diversity in the judiciary is essential to ensure impartiality, public confidence, and the perception that all members of society are represented on the bench. Minorities and women are significantly underrepresented as judges in Florida in proportion to their numbers in the general population. Because we live in an increasingly global world, diversity is best described when people of different races, colors, ethnicity and genders work to develop a mutual respect for each other. It was important to use diversity in this research because it required recognition, understanding, and acceptance of the special contribution that each member of a group can make. The documentation review method was used to measure the data collected in this research. The advantages for using this method were first, to obtain comprehensive and historical information that already exists and secondly, to obtain data which demonstrates few biases about the information. I used correlation as a non-experimental, description method because the variables are not directly manipulated, as they would be if used in an experimental method. This method of research is really more of a mathematical technique for summarizing data. This study was designed to determine the degree and direction of relationship between two or more variables or measures of behavior. Diversity in 2004 judicial appointments is a high priority in Florida's present administration. Their goal is to have a judicial system composed of judges who reflect the people they serve. Since judges have so much influence over the lives of people of the state, it is important that all Floridians perceive the judiciary legitimate. Having a diverse judiciary serves the goal. The Bush/Jennings team appointed; 1) the first African American woman, Judge Peggy Quince to the Florida Supreme Court (with the agreement of Governor Lawton Chiles); 2) minorities to 53 judicial positions including the first Hispanic Supreme Court Justice Raoul Cantero to the Supreme Court; 3) 26 African American, 26 Hispanics, 1 other); 4) women to 66 judicial position; and, 5) the first Haitian-American judge, Judge Fred Seraphin to the Miami Dade County Court. The judicial system has an obligation to provide equal opportunity to the extent that females, minorities, and people of color have the temperament, the legal educational background, the skills, and the abilities necessary to sit on Florida's bench. The legal profession also has an obligation to encourage more minorities and women to consider a career in law. The governor's most recent selections indicate that he is serious about improving diversity on the Florida bench.

Research consistently shows that students from historically marginalized populations have difficulty accessing texts that represent the realities of their lives. Concerned that such might be the case for my students, I conducted an inventory of my classroom library and sought out award-winning texts that could make my library more diverse and inclusive. I then analyzed these award-winning texts using Bishop's (1992) categories of multicultural literature in order to better understand the picturebooks' underlying messages and ideologies. My examinations showed that the majority of the texts fit into the same category (culturally specific), though I was able to identify award-winning texts that were culturally generic and culturally neutral as well. Additionally, each category yielded salient themes--ranging from acceptance of one's complex identities to America's racialized and politicized tensions--and activist educators will wish to carefully consider said themes as they select texts and engage in critical conversations with young readers.

In recent years, the number of multilingual international students in Canadian university mathematics classrooms is on the rise, and a substantial body of literature has emerged on the topic of language diversity in mathematics education (e.g., Barwell et al., 2019; Chronaki & Planas, 2018; Suh, 2020; Tai, 2021). Whilst much research has been carried out in linguistically diverse settings, no single study exists which explores students' social perceptions of their peers in linguistically diverse mathematics classrooms. In addition, there is scant research conducted in post-secondary classrooms. The primary objective of the study is to fill the research gap by examining the factors that university students consider significant in their mathematics learning and exploring how students attribute both their own and others' successes and failures during mathematical discussions in linguistically diverse university classrooms. The study recruited nine participants from diverse linguistic backgrounds who have or were currently studying mathematics at the postsecondary level. Data collection was conducted through the utilization of group discussion, focus group interviews, and semi-structured interviews. This research contributes to a deeper understanding of university students' experiences in linguistically diverse mathematics classrooms and promotes university internationalization and positive student experiences.

BACKGROUND: Chronic pain is prevalent among millions of Americans and can negatively impact cognitive processes, mental health, and overall quality of life. Even though pain affects all ethnic and racial groups equally, studies have shown a growing disparity in pain intensity and prevalence of pain conditions among underrepresented minority adult populations across the United States. Hispanics are among the fastest-growing populations in the U.S., yet chronic pain in Hispanic adults and adolescents remains severely understudied. PURPOSE: This study aims to compare pain and related psychosocial factors (pain catastrophizing, anxiety and depression) and Fear of Pain Questionnaire scores (FOPQ) in Hispanic vs. Non-Hispanic White (NHW) youth with chronic pain. Based on prior literature from studies in adults, it was hypothesized that Hispanic youth would report greater pain catastrophizing, anxiety, depression, and higher FOPQ scores when compared to NHW youth. Further, potential differences in relations between anxiety, pain catastrophizing, and physical functioning on depression among Hispanic and NHW youth will be explored. METHODS: Participant data were gathered from the Boston Children’s Hospital Chronic Pain Data Repository. The current study sample included 116 children and adolescents, ages 12-18 years (M = 15.49, SD = 1.71) from Hispanic and NHW backgrounds. Both groups had the same proportion of participants who identified as female (88%), and samples used for analysis were age-and-sex matched. Independent sample t-tests were performed to compare the mean differences in pain catastrophizing, PROMIS anxiety and depression scores, and FOPQ sum score between groups. Bivariate correlations for each group were also compared, and Hayes PROCESS Macro was used to compare the associations between pain catastrophizing, anxiety, and physical functioning on depression, based across patient ethnicities. RESULTS: The results of independent samples t-tests did not reveal any significant differences across groups. However, significant correlations were found. Notably, PROMIS anxiety and depression t-scores were significantly correlated among each independent cohort of Hispanic youth (r = .612, p <.001), non-Hispanic White youth (r = .817, p<.001), and across the full sample (r = .719, p <.001). Pain catastrophizing was also found to be significantly and positively correlated with anxiety (r = .660, p<.001), depression (r = .582, p <.001) and patient FOPQ score (r = .740, p <.001) across both cohorts. From the moderation analysis, the association between pain catastrophizing and depression was found to be statistically significant based on ethnicity of patient [B = .0272, p<.05]. Similarly, ethnicity was found to significantly moderate the association between PROMIS anxiety and depression [B = .0340, p<.05]. CONCLUSIONS: This study is one of the first to explore how pain and psychosocial-related factors compare in an age-and-sex-matched cohort of Hispanic vs. NHW youth with chronic pain. The study is also novel in identifying patient ethnicity as a moderator between anxiety and pain catastrophizing on depression. Obtaining a significant correlation between pain catastrophizing, anxiety, and depression scores for both groups parallels previous findings in adult populations with chronic pain. Contrary to our hypotheses, no mean differences were found in variables associated with pain or psychosocial factors between the two groups, however it is possible that the small sample size used may have obscured group differences. The results highlight the need to increase diversity in research for pediatric populations with chronic pain to help reduce pain disparities among underrepresented minority youth populations.

This dissertation examines race inequality inside the United States advertising industry. Based on qualitative fieldwork conducted at three large agencies in New York City during the summer of 2010 (including ethnographic observations, affinity-based focus groups, in-depth interviews, and open-ended surveys), I argue that the industry's good faith effort to diversify through internship-based affirmative action programs is overwhelmed by the more widespread material practices of closed network hiring--a system that advantages affluent Whites through referral hires, subjective notions of "chemistry" or "fit," and outright nepotism through "must-hires." Furthermore, the discriminatory nature of White affirmative action is hidden from view, masked by ideologies of color-blind meritocracy deployed by management and interns alike. I conclude that this disconnect between practice and ideology helps normalize and reproduce historic inequalities in the workplace by rebranding diversity as an aspect of individuality rather than a social problem best addressed at the group level.

Yes / The promotion of gender equality in research and innovation is a vital part of the GENOVATE project. The full participation of women and men in all aspects of research endeavour is key to positive career progression in academia. It is essential to ensure equal opportunities for women and men in access to promotion, research funding and decision-making positions in higher education institutions. This report seeks to provide higher education institutions, research bodies and funding institutions guiding principles on gender equality and diversity competent research excellence standards, ensuring in particular that the achievements of women and men researchers are assessed on the same basis. The report will help encourage a more systematic way of thinking about assessment of research excellence standards. / FP7

Thesis advisor: Raquel Muñiz / Educational leaders are being called as activists to achieve equity in schools and transform inequities through social justice initiatives. Whereas research exists in support of social justice leadership in education, research that intersects the work of current DEI leadership and the relevance of trust to pursue DEI initiatives is wanting. Trust in this context is important because relationship-building is a large component to implementing DEI work, which needs the support, buy-in, and active engagement from the entire community, requiring stakeholders' trust in the process. In this study, I take a deep dive into the role of DEI leadership by exploring the practices and perspectives that are common in the role and the work two decades into the 21st century. I conducted four semi-structured interviews with DEI leaders, during which participants reflected on many collective practices central to their daily work. These practices fell into three different categories encompassing similar characteristics: support, development, and resource. Through further analysis, I found that DEI leadership served four separate areas: families, students, adult staff, and the institution. Above all, a core practice of building relationships was found to be essential to achieving all said practices. In addition, the analysis revealed three common perspectives that impact DEI leadership work: the role is larger than a single person, the role must have trust and support from power positions, and the leader must have a deep connection with the work through experience and/or training. Finally, I found that benevolence, reliability, and openness are essential facets of trust impacting DEI work, as is the importance of time. The study’s results are valuable for the development of DEI leadership and achieving equitable access and inclusive environments in schools. / Thesis (EdD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.