The aim of this study was to identify the possible changes in the public discourse in Western Europe on multiculturalism, integration and assimilation after the European migrant crisis started in 2015. This study has been conducted by combining corpus linguistics and critical discourse analysis to analyze newspaper articles of newspapers in the Netherlands, Germany and Sweden in 2010, 2015 and 2019. The results show that there is indeed a shift visible from an integration approach towards an assimilation approach. This shift is however not visible in the words being used, but rather in the approach that the word integration is being used to refer to.

Utilizing Boyer's (1990) four scholarship functions of professorial engagement and Wilber's (1998) four frames of organizational context, this inquiry examined faculty of color's experiences at a primarily White urban research university in their pursuit of facilitating students' intercultural competence. Specifically, through narrative inquiry, the study examined institutional factors associated with faculty of color's ability to integrate an intercultural competence focus in their scholarship of discovery, scholarship of integration, scholarship of engagement, and scholarship of teaching. Results indicate that research participants are strongly committed to the teaching, learning, community engagement, and scholarship of intercultural competence. However, institutional emphasis on the scholarship of discovery has forced them to invest most heavily in the scholarship of discovery rather than the other three functions of the professoriate. Moreover, while intercultural competence appears to be an institutional value, no specific definition exists and no intercultural performance criteria are outlined in promotion and tenure policies. Recommendations for supporting faculty of color's intercultural endeavors across the four functions of scholarship are framed in explicit organizational policies that affect implicit organizational norms, including: formal mentoring, equitable teaching and committee loads, and integration of intercultural competence into the institutional mission with attendant promotion and tenure criteria.

The American demographic landscape is no longer a homogeneous melting pot where all colors and flavors blend into indistinct variants. The challenges brought about by such a societal shift have made diversity issues increasingly important. Chief among them is the issue of organizational diversity. Although there has been an increase in organizational diversity research, there is a noted lack of organizational diversity research in the area of college-level forensics programs. This study seeks to fill this void. Specifically, the purpose of the study was to describe diversity levels in college and university forensics programs, and to compare current levels with those of five years past. Survey questionnaires were completed by almost 200 college and university coaches in AFA, CEDA, and Phi Rho Pi. The results of the survey show no significant increase in diversity levels has occurred since Swanson's indictment of elitism in 1989. Forensics continues to have an overwhelming white majority of coaches and competitors; two-thirds of all programs indicate no effort has been made to increase diversity. These results suggest forensics may be in a state of stasis, one inconsistent with its evolving environment.

As the COVID-19 pandemic continues to reshape how organizations operate, working from home has become more prevalent. While working from home is not new, organizations face unique challenges in fostering an inclusive virtual work environment. This modified qualitative case study was designed to explore with a group of 20 organizational leaders their perceptions of what is needed to create a more inclusive virtual work environment and how they learned to foster such an environment. The researcher based his study on five assumptions: (1) inclusivity for virtual employees and teams is possible; (2) the virtual team leaders are capable of learning how to be inclusive leaders; (3) there is a correlation between innovation and diversity, thus, inclusion matters more than ever, and all team leaders are focusing on becoming more inclusive; (4) the use of different technologies for communication is essential in creating an inclusive environment; and (5) a more inclusive work environment involves managing and changing power dynamics. The study population includes virtual team leaders who managed teams during and before the global pandemic. Participants’ teams were either 100% virtual and/or hybrid. The primary sources of data were in-depth semi-structured interviews of 20 team leaders, a virtual focus group of four team leaders, and critical incident reports. Key findings of the study revealed: (1) All participants indicated that managers’ support was critical in a virtual work environment, while an overwhelming majority of participants described that establishing human connection among the population is vital in a virtual work environment; (2) An overwhelming majority of participants described that creating a psychological safety net and promoting diversity, equity, and inclusion are two essential elements in a virtual work environment; (3) An overwhelming majority of participants indicated that building cohesion among working models was a key challenge in creating and supporting an inclusive virtual work environment; and (4) A strong majority of participants described they learned to create an inclusive virtual work environment primarily through informal ways like critical reflection. Numerous recommendations were provided for current and aspiring organizational leaders, including team leaders, people managers, and multiple stakeholders—such as senior executives and HR professionals. These recommendations include suggestions for implementing practices that increase connection among team members, establish clear policies and guidelines for virtual collaboration, provide guidance for how to build a culture of psychological safety, how to use technology to facilitate more open communication and transparency, and suggestions for how to create an inclusive hiring process.

The study examined faculty members’ and graduate students’ perceptions of multicultural education and to ascertain which demographic factors had the most influence on participants’ perceptions. This study also examined whether there were any significant differences between faculty members’ and graduate students’ perceptions of the concept. Validity of the quantitative instruments was determined by a panel of experts. Internal consistency and reliability was calculated using factor analysis, Cronbach’s alpha and test/retest reliability. A mixed method research design was used in this study which included a combination of quantitative and qualitative methodologies. The surveys were completed by 313 graduate students and 48 faculty members, while 10 faculty members and 13 graduate students participated in semi-structured interviews. Descriptive and inferential statistical analyses were conducted to analyze the quantitative data and the qualitative data collected were transcribed, coded and analyzed. The findings showed that faculty members and graduate students exhibited a positive perception of multicultural education and that there were some significant differences between faculty members’ and graduate students’ perceptions of the concept. The results also showed that no demographic variables had an impact on faculty members’ perceptions while race and department had an impact on graduate students’ perceptions. The findings also revealed that faculty members believed that faculty bore the most responsibility for integrating multicultural education in the classroom.The study showed that a combination of instructional strategies was used to infuse multicultural education in their courses and no formal evaluations were used to assess whether graduate students were receptive to the multicultural content being taught. Faculty indicated that they received little support from their department heads and college administrators to apply multicultural initiatives. Moreover, a number of factors motivated faculty members’ efforts to teach about multicultural education and these included traveling to foreign countries, learning about multiculturalism during their graduate studies and having an interest in the topic. Lastly, recommendations for further research and recommendations for the College of Education were presented in this study.

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