Browsing by Subject "diversity"

Now showing 1 - 10 of 35
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    Advancing Faculty Diversity Through Self-Directed Mentoring
    (2017) Dutton, Yvonne M.; Ryznar, Margaret; Shaver, Lea
    Mentoring is widely acknowledged to be important in career success, yet may be lacking for female and minority law professors, contributing to disparities in retention and promotion of diverse faculty. This Article presents the results of a unique diversity mentoring program conducted at one law school. Mentoring is often thought of as something directed by the mentor on behalf of the protégé. Our framework inverts that model, empowering diverse faculty members to proactively cultivate their own networks of research mentors. The studied intervention consisted of modest programming on mentorship, along with supplemental travel funds to focus specifically on travel for the purpose of cultivating mentors beyond one’s own institution. Participants were responsible for setting their own mentorship goals, approaching mentors and arranging meetings, and reporting annually on their activities and progress. Both quantitative and qualitative evidence demonstrate that the program has been effective along its measurable goals in its first year. Participants report growing their networks of mentors, receiving significant advice on research and the tenure process, and being sponsored for new opportunities. The authors conclude that this type of mentoring initiative, if more broadly applied, could have a significant impact on reducing disparities in retention and promotion in the legal academy. To facilitate such replication, the Article describes both the process of designing the program and the actual operation of the program as carried out at one school. In sum, the Article offers a concrete starting point for discussions at any law school interested in advancing faculty diversity through improved mentoring.
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    Biracial Students on Campus: The Question of Identity
    (Office of the Vice Chancellor for Research, 2015-04-17) Smith, Derrian A.; Aponte, Robert
    Although the growing emphasis on celebrating diversity and multiculturalism has brought forth positive recognition to many varying identities, all have not benefitted equally. Lacking a solitary racial anchor, bi- and multi-racial individuals may have difficulty ‘choosing’ a preferred racial identity or ‘conforming’ to others’ preferences. Accordingly, this project examines how and why biracial IUPUI students come to embrace, reject, or alternate among the generally prescribed racial identities. By conducting penetrating interviews of biracial students while immersed in their immediate environment, I will explore their choices, the factors influencing such choices, their satisfaction with their choices, and the choices’ stability. I am especially concerned with whether students feel pressured to embrace one or another identity, and whether the prescribed goes against the students’ instincts or preferences, and to what extent they may alternate among various identities in varying contexts. The ongoing work has begun to provide hints to the ultimate findings ahead. Preliminary results show that 1) subjects feel pressured by the rigidity of historically established racial categories, especially since such pressures are often reinforced by peers, and 2) the context provided by IUPUI’s diverse student body engenders increased confidence in their embracing a “multiracial” identity, despite an abundance of contrary prescriptions. Anticipated conclusions include disconfirmation of the original hypothesis that most biracial IUPUI students maintain a fluid racial identity. Uncertainty and frustration, rather than the confidence to switch identities across varying contexts, appears to characterize student reactions to varying pressures to identify as either black or white. In addition, the more likely identity response, embracing the biracial persona, does seem to work for some, but others may require still more inclusive milieus for truly engaging in more thorough explorations of their identity.
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    Black Medical Student Considerations in the Era of Virtual Interviews
    (Wolters Kluwer, 2021-08) Douglas, Anthony II; Hendrix, Justin; Medicine, School of Medicine
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    Characteristics of the National Applicant Pool for Clinical Informatics Fellowships (2016-2017)
    (AMIA, 2018) Bell, Douglas S.; Baldwin, Kevin; Bell, Elijah J.; Lehmann, Christoph U.; Webber, Emily C.; Mohan, Vishnu; Leu, Michael G.; Hoffman, Jeffrey M.; Kaelber, David C.; Landman, Adam B.; Hron, Jonathan; Silverman, Howard D.; Levy, Bruce; Elkin, Peter L.; Poon, Eric; Luberti, Anthony A.; Finnell, John T.; Safran, Charles; Palma, Jonathan P.; Forman, Bruce H.; Kileen, James; Arvin, David; Pfeffer, Michael; Pediatrics, School of Medicine
    We conducted a national study to assess the numbers and diversity of applicants for 2016 and 2017 clinical informatics fellowship positions. In each year, we collected data on the number of applications that programs received from candidates who were ultimately successful vs. unsuccessful. In 2017, we also conducted an anonymous applicant survey. Successful candidates applied to an average of 4.2 and 5.5 programs for 2016 and 2017, respectively. In the survey, unsuccessful candidates reported applying to fewer programs. Assuming unsuccessful candidates submitted between 2-5 applications each, the total applicant pool numbered 42-69 for 2016 (competing for 24 positions) and 52-85 for 2017 (competing for 30 positions). Among survey respondents (n=33), 24% were female, 1 was black and none were Hispanic. We conclude that greater efforts are needed to enhance interest in clinical informatics among medical students and residents, particularly among women and members of underrepresented minority groups.
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    Community Diversity and Donor Control: An empirical analysis of contributions to donor-advised funds at community foundations
    (2021-06) Qu, Heng; Paarlberg, Laurie E.
    This study examines the relationship between community ethnic-racial diversity and contributions to donors-advised funds (DAFs) held by community foundations. Unlike general contributions, DAFs allows donors to retain advisory control over their fund distribution based on individual preferences. In contrast to prior research that generally finds that diversity dampens private provision of public goods, we show that greater ethnic-racial diversity is significantly associated with higher levels of contributions to DAFs at community foundations but not with general contributions. The findings contribute to the literature on diversity and public goods provision and have practical implications for the policy role of private philanthropy.
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    Dean, Chairs, and Faculty: A Team Approach for Enhancing Faculty Diversity
    (Wiley, 2017) Rhodes, Simon J.; Lees, N. Douglas; Biology, School of Science
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    Defining the Presence of Misrecognition in Multilingual Organizations: A Literature Review
    (IGI Global, 2022) Mires, Erin; Bergman, Matt; Green, Ehren R.; Rose, Kevin; Technology and Leadership Communication, School of Engineering
    Research indicates the multilingual aspects of organizations can create power divisions and rules that drive workplace practices. From an international human resources development perspective, language management is strategic and planned through the headquarters of the organization. Yet the rational ideas of organizational members are what are truly valued in multilingual workplaces. These rational ideas create power struggles and biases that are formed against individuals who possess certain linguistic capabilities, regardless of the individual’s other traits or accomplishments. These biases have been labeled the phenomenon of misrecognition. This literature review explores the presence of misrecognition in multilingual organizations. A need to determine how the phenomenon of misrecognition exists in multilingual organizations was discovered.
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    The Development and Growth of Empathy Among Engineering Students
    (American Society for Engineering Education, 2016-06) Hess, Justin L.; Fila, Nicholas D.; Department of Engineering Technology, School of Engineering and Technology
    Discourse on empathy is growing globally, as is its focus within the engineering community. In the context of engineering, scholars have depicted this interpersonal phenomenon as a necessary skill for effectively communicating, a core component of ethical reasoning, and a key technique for designing to meet the needs of users. However, literature regarding its development within engineering is rather limited, and the literature that does exist is disconnected. Even literature outside of engineering tends to focus on childhood development as opposed to adult development. While the developmental literature may tend to focus on earlier ages (likely because this is when an individual most rapidly develops), the endeavor of empathic growth and development need not be abandoned within post-secondary education. Rather, it indicates that we lack an understanding of the ideal means for empathic development later in one’s life. Given the growing emphasis on the necessity of empathy to thrive as an engineer, engineering educators need to understand the constellation of existing tools and pedagogical techniques to foster empathy within the engineering curriculum. This synthesis piece highlights a variety of educational contexts and pedagogical techniques, each of which we posit are equally salient and mutually supportive for the development of engineering students’ empathic skills, abilities, or dispositions. We draw from literature from a wide variety of fields, including counselling, psychology, moral philosophy, psychotherapy, neuropsychology, and engineering education. In sum, we describe five educational contexts and a myriad of techniques that we posit, when used effectively and spread across engineering curricula, will be effective means towards the development of empathy among engineering students.
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    Discovering the differences that make a difference: racial majority and minority responses to online diversity statements
    (2017-03) Stephens, Kelsey M.; Ashburn-Nardo, Leslie
    The presented research the effect of Ely and Thomas’ (2001) three diversity perspectives—integration-and-learning, discrimination-and-fairness, and access-and-legitimacy—on perceptions of organizations as a function of their implied ideologies (i.e., multiculturalism, colorblindness, and tokenism). It was hypothesized that the organizational websites that enhance multiculturalism, such as the integration-and-learning perspective, will be perceived more favorably than websites that emphasize ideologies of colorblindness and tokenism, such as the discrimination-and-fairness and the access-and-legitimacy diversity perspectives, respectively. Additionally, expanding work by Plaut, Thomas, and Goren (2009) the study proposed that websites portraying the latter two perspectives will be perceived more negatively by Blacks than by Whites. In contrast, diversity perspectives that emphasize multiculturalism, such as the integration-and-learning diversity perspective, are hypothesized to be perceived more favorably, regardless of racial group membership. The main dependent variables of focus are the organizational outcomes of organizational attraction, organizational trust, P-O fit, and perceived justice. Findings suggest that racial group membership does not operate as a significant moderator of the relationship; however, the hypothesis that diversity perspectives would have varying relationships with diversity ideologies was partially verified.
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    Diversity in pediatric behavioral sleep intervention studies
    (Elsevier, 2019-10) Schwichtenberg, Amy J.; Abel, Emily A.; Keys, Elizabeth; Honaker, Sarah Morsbach; Pediatrics, School of Medicine
    Studies designed to assess the efficacy of behavioral sleep interventions for infants and young children often report sleep improvements, but the generalization to children and families of diverse backgrounds is rarely assessed. The present study describes a systematic review of the racial, ethnic, and socioeconomic diversity of behavioral sleep intervention studies for young children. Thirty-two behavioral sleep intervention studies (5474 children) were identified using PRISMA guidelines. Each study was coded for racial and ethnic composition, parental educational attainment (an index of socioeconomic resources), and country of origin. Racial or ethnic information was obtained for 19 studies (60%). Study participants were primarily White and from predominantly White countries. Overall, 21 (66%) of the included studies provided information on parental education. Most of these studies had samples with moderate to high educational attainment. Behavioral sleep intervention studies to date include samples with insufficient diversity. Overall, this study highlights a critical gap in pediatric sleep intervention research and supports a call to further include families from diverse backgrounds when assessing behavioral sleep interventions.