Dissertations / Theses on the topic 'Diverse Women for Diversity'
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Rosok, Jill C. "Diversity and Innovation: The Effects of Diverse Creator Teams on Video Game Characteristics and Sales." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1399.
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I analyze the effects of gender diversity on video game production teams. I hypothesize teams with greater gender diversity produce more games with uncommon characteristics than less diverse teams, and the games these teams develop generate higher revenue and unit sales compared to games developed by less diverse teams. I find teams with more women disproportionately develop games that are non-violent and have playable female leads. I examine whether there is an optimal ratio of women to hire for each game genre in order to maximize revenue by analyzing the relationship between the percentage of women on a team in each genre and total revenue. While I do see evidence of firms over- or under-hiring women in some genres before 2001, it appears for the most part firms have optimized their hiring practices in regards to gender diversity from 2001 onward.
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McKinney, Sheila Y. "Exploring Breast Health Perceptions, Behaviors, and Social Cohesion among Ethnically Diverse Black Women." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3368.
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Purpose
Study explored the relationships of ethnic identity, culture, and social cohesion to mammography, cancer screening, and preventive medical visits among African-American and Afro-Caribbean women in Broward County, FL. Purpose was to understand non-compliance to screening recommendations for breast cancer among disadvantaged Black women in an area of high prevalence.
Methods
A bounded convenience sample of 117 women (49% African-American and 51% Afro-Caribbean) completed a cross-sectional survey and a subset (n=87) participated in semi-structured discussion groups. Both measured perceptions related to breast cancer, defined ethnic identity or culture, and suggested social and cultural factors influence of ethnic identity, culture, and social cohesion on participation with mammograms and preventive medical care visits. Survey included the Multi-Group Ethnic Identity Measure (MEIM) and Other-Group Orientation Scale (OGO) for ethnic identity and the Risk Behavior Diagnosis Scale for cancer perceptions. Methods were bivariate, Mann-Whitney U, linear, and logistic regression.
Results
Half of participants (51%) self-identified as Caribbean. OGO was positively associated with overall attitudes (p< 0.01), perceived urgency (p = 0.05), and perceived benefit related to breast cancer. Linear regression indicated that Afro-Caribbean women (referent) would perceive less urgency to screen (p = 0.05) and lower risk for breast cancer (p = 0.03) than African-American women. Participants explained that personal and neighborhood cultural norms along with health perceptions along with structural factors connected to access and use of medical services influence Black women’s participation in preventive medical services and cancer screening.
Conclusions
Ethnic identity was associated with women’s perceptions of risk, urgency, and benefit for breast cancer screenings. These perceptions may have had a greater influence on the decisions of Afro-Caribbean women not to comply with screening recommendations or participate in preventive medical care actives than for African-American women. Compliance was also mediated by cultural perceptions of fear, relevance, motivation, and sense of support along with other structural factors. All had contributed to the varying degrees that Black women had sought medical care in this community. Thus, tailoring health interventions to account for variations in within-group characteristics is warranted.
[This research was supported in part by NIH/NIGMS R25 GM061347.]
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Booker-Drew, Froswa'. "From Bonding to Bridging: Using the Immunity to Change (ITC) Process to Build Social Capital and Create Change." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1410806690.
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Jackson, Ruth, and Scottie Misner. "Diabetes and Diverse Audiences." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2006. http://hdl.handle.net/10150/146652.
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Grenier, Amanda. "Diverse older women : narratives negotiating frailty." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82884.
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This study explores women's narratives from within and outside of the frail/non-frail binary of public home care services. It focuses on the stories that are commonly told about older women's needs and bodies and the regulatory potential of these accounts. Considering power, language, diversity and change, this study focuses on the way that twelve diverse older women at various social locations (e.g., ability, age, culture, ethnicity, 'race', sexual orientation, and socio-economic status) understand, make meaning, and negotiate the concept of frailty in relation to their everyday lives. The sample includes six women considered 'frail' in relation to service (i.e., according to clinical judgement & home care eligibility guidelines), as well as women not considered 'frail' (i.e., non-service recipients).The twelve older women's storied responses, illustrations and experiences challenge the various stories that are told about them. Their complex accounts both reflect and reject dominant notions, blur the boundary between the frail and non-frail classifications, expose frailty as contextual, temporal and relative, as well as illustrate the connections between medical and social needs. Their individual accounts highlight how they make meaning of their life events in relation to their diverse experiences and identities, as well as how these identities and interpretations are key to their negotiations of life and needs. The variations between the imposed stories about frailty and women's self-perceptions highlight the research, policy and practice relevance of a narrative approach focused on in-depth local accounts, raise questions about the current priorities within home care services, as well as the future of social work practice with older women considered frail.
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Wu, Kathryn K. "Designing diverse neighborhoods." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42757.
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This thesis argues for diversity as an important element for urban neighborhoods. This argument is framed by three questions. First, what are the recent findings from urban design, planning and architecture research and practice about achieving neighborhood diversity? Second, what are the physical ingredients of traditional, diverse urban neighborhoods that enable diverse populations, lifestyles and incomes? Third, what design strategies can be formulated, based on the evidence above, to design and implement diverse neighborhoods?
Three neighborhoods in Atlanta are the focus of the detailed analysis of diversity. These are: Inman Park, Ansley Park and Virginia-Highland. These three neighborhoods were chosen because of their similarities. They all appear to be single family detached neighborhoods but are actually diverse in terms of housing type and owner/renter occupancy; they are perceived to have unique identities in architectural styles, but actually have a diversity of styles and ages of buildings. They all are perceived to be fully gentrified but in fact, house diverse populations in terms of age, income, race and lifestyle.
The conclusions of this thesis include written recommendations, based on current neighborhood design ideas as supported by the analysis of Atlanta neighborhoods.
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Al-Junaibi, Talal. "Management of the diverse workforce : job satisfaction among culturally diverse workforce in the United Arab Emirates." Thesis, Northumbria University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342840.
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Sions, Hannah. "TEACHING ABOUT RACIALLY DIVERSE ARTISTS AND CULTURES." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5795.
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Art education scholars have redefined multicultural teaching practices to include a need for addressing social inequities. To understand art educators’ multicultural teaching practices, it is important to measure the extent to which they present cultural diversity in the classroom and present a racially diverse pool of artists. The purpose of this this quantitative, nonexperimental study was to measure the extent to which practicing K–12 art educators who are members of the National Art Education Association (NAEA) engage students with racially diverse artists and cultures within their curricula. The study aimed to measure the extent that educators address racial and cultural diversity in their classrooms. The study also gathered data on which resources participants indicated would help create and implement curricula that addresses racially diverse artists and cultures. Finally, the study explored the relationships between seven different teachers’ self-reported attributes and the extent that they taught about and valued racial/cultural diversity. The findings show that educators taught about racial and cultural diversity to regularly in their classroom practices and they also voiced a need for more resources to teach more about racially diverse artists and cultures, specifically visual resources and education/training regarding racially/culturally diverse content. Findings also indicated that educators who taught 21+ years, taught predominantly students of color, and those who were more comfortable with conversations pertaining to racial/cultural diversity were more likely to value the importance of racial/cultural diversity in their curricula. The results suggest that resources, such as education, training, or professional development, should be offered to educators in the field so that they may continue learning new language concerning diversity as perceptions and understandings continue to shift.
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Petriwskyj, Elizabeth Anne. "Transition to school of diverse learners." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/34410/1/Elizabeth_Petriwskyj_Thesis.pdf.
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This thesis examines the approaches taken by early years teachers in supporting the inclusive school transition of diverse learners. A Thesis by Publication format has been employed, where instead of traditional thesis chapters, scholarly journal articles are presented in an ordered sequence in two sections. The first set of journal articles establishes a synthesis of approaches to diversity and inclusion and to transition to school, in order to set a clear theoretical position arising from the literature. The second set of journal articles reports empirical evidence from three school sites on diversity, inclusion and transition to school, discussed in relation to both the first set of papers and to additional literature. The relationship between these articles, and the methodology used for the theoretical papers, is outlined in linking summaries of the challenges the papers seek to address.
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Pérez, Juliana, and Magnus Ohlin. "Diversity Maturity : How are managers in Sweden facing today’s diverse workforce?" Thesis, Blekinge Tekniska Högskola, Sektionen för management, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-1176.
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Purpose The purpose with this research is to explore what management is doing in order to successfully manage the diversity needs in their workplace and to put up a conceptual model of the initiatives needed in order to reach a successful diversity strategy implementation. The questions are aimed at finding the barriers for managers to implement a successful diversity strategy. Our goal is to understand where the real practitioners of workplace diversity stand in the subject and which areas they wish could be taken a closer look by the researchers. We would also like to explore how mature the companies really are regarding the subject of diversity. Method The method for our thesis was to begin with an exploratory approach in order to gain a better knowledge of the subject and to learn where the literature stands today. To this we have added the collection of qualitative data through interviews made in eight different companies with a total of eleven managers in different levels of the organizations. Once all the data was collected and reviewed we ranked each manager and the company they work for to produce a picture of the diversity maturity present in these companies. Conclusions We have come to the following conclusions - Diversity is a strength and value for companies acting on a global market. - Diversity within a team make the team more productive, solutions are better since the input are from various angles. - To successfully maintain a diverse team puts more demands on the manager to realize that everyone is different and not to handle everyone the same. - There is a high level of maturity found in Swedish managers when it comes to diversity, but areas like training and recruitment policies need to be improved. - Swedish managers have a vast knowledge of what diversity means to their organizational process.
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Al-Kiswany, Samer. "Embracing diversity : optimizing distributed storage systems for diverse deployment environments." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44735.
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Distributed storage system middleware acts as a bridge between the upper layer applications, and the lower layer storage resources available in the deployment platform. Storage systems are expected to efficiently support the applications’ workloads while reducing the cost of the storage platform. In this context, two factors increase the complexity of the design of storage systems: First, the applications’ workloads are diverse among number of axes: read/write access patterns, data compressibility, and security requirements to mention only a few. Second, storage system should provide high performance within a certain dollar budget.
This dissertation addresses two interrelated issues in this design space. First, can the computational power of the commodity massively multicore devices be exploited to accelerate storage system operations without increasing the platform cost? Second, is it possible to build a storage system that can support a diverse set of applications yet can be optimized for each one of them?
This work provides evidence that, for some system designs and workloads, significant performance gains are brought by exploiting massively multicore devices and by optimizing the storage system for a specific application. Further, my work demonstrates that these gains are possible while still supporting the POSIX API and without requiring changes to the application. Finally, while these two issues can be addressed independently, a system that includes solutions to both of them enables significant synergies.
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Peoples, Susan J., and n/a. "Farm women : diverse encounters with discourse and agency." University of Otago. Department of Geography, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071127.160311.
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This thesis contributes to the established literature on farm women within the context of family farming. It recognises that not enough is yet known about the discourses and agency which influence their lives. Consequently, this study has sought to establish what dominant discourses shape the lives of farm women, their responses to these discourses and how their discursive positioning influences their agency.
This study employed a qualitative case study approach involving interviews with a diverse mixture of independent farm women, along with women farming in marital relationships. This thesis engages these narratives to showcase the colourful, complex life-experiences of farm women. In addition, and where present, women�s partners were interviewed to provide male farmers� perspectives about women in family farming.
This research has found that women�s lives are shaped by positioning and contextualising discourses, with which they comply to ensure that the family farm survives. Their subservient discursive positioning limits the agency they can express, although they are able to mobilise indirect agency through supporting their partner; an implicit form of agency which has previously been unrecognised or understated.
Cumulatively, this thesis highlights the need to recognise the diversity of farm women, and how they are able to exercise agency from their constrained subject positions within the family farming context. Furthermore it emphasises that agency is a dynamic, and far more varied concept than previously understood.
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Jones, Aaron M. "Frequency Diverse Array Receiver Architectures." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1323888275.
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Kokt, Desere, and Werner Vermeulen. "The team leader and cultural diversity." Journal for New Generation Sciences, Vol 2, Issue 1: Central University of Technology, Free State, Bloemfontein, 2004. http://hdl.handle.net/11462/452.
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Published ArticleIn a diverse working environment such as the South African situation, it is imperative that issues surrounding cultural diversity, and its impact on employees should be examined. This article reflects on a study conducted in the South African security industry, as one of the few industries that utilise diverse work teams as part of their operational success. The rational for using work teams will be explained, with an emphasis on the team leaders. The model of Eales-White (1996: 26) was applied to the development of the team member questionnaire, and the subsequent results will be reported.
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Svensson, Anette. "Teaching English in a diverse classroom: Difficulties and possibilities." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105863.
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The present study aims to explore in what ways teachers work in a heterogeneous classroom with particular focus on the students’ diverse knowledge of the English language – a diversity caused by the fact that there are numerous students who learn English in an informal context outside of school, at the same time as there are those students who do not. In order to explore this aim, a study was conducted where five teachers at upper secondary level were interviewed. The results show that this diversity is the most challenging part of working as an English teacher today as experienced by four of the five teachers. It thus adds to other factors, such as, multiculturalism, multilingualism, difficulties with reading and writing etc. and makes it an even more difficult task for the teacher to support every student’s individualised learning.
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Cramer, Ashleigh Jay. "Diverse Teacher Candidates' Perceptions of a University's Special Education Preparation Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3156.
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As part of a four year professional development program centered on increasing cultural responsiveness at Brigham Young University, special education faculty members conducted interviews with teacher candidates who had completed the special education program. The interviews primarily focused on the candidates' experiences during their time in the program. The interviews were audio and/or videotaped and transcribed verbatim. The transcriptions were then analyzed using the inductive analysis design for qualitative research (Hatch, 2002). The candidates expressed what types of learning activities as well as what professors did or did not do that helped them to be successful. Also emerging from the interviews were suggestions that would benefit future culturally and linguistically diverse candidates. The suggestions were directed toward what professors can do as well as changes that can be made in the overall program. The professors' ability to accommodate for language needs, the relationships between teacher candidates and professors, and the learning environment were most common areas of improvement for professors.
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Li, Jing. "Power Provisioning for Diverse Datacenter Workloads." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1312831959.
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Katz, Jennifer. "Teaching to diversity : creating compassionate learning communities for diverse elementary school students." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/885.
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Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning.
The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s.
Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.
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Ward, Natalia, A. Eldaba, S. Fisher, R. Kerr, and E. Sherwood. "Showcasing Diverse Literature for Classroom Use and LAT Diversity Committee’s Grant Announcement." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5955.
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Toscano, Linda A. "The Influence of Diversity Experiences on Undergraduate Students' Universal Diverse Orientation (UDO)." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1353011574.
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Conteh, Jean. "Success in diversity : culture, knowledge and learning in ethnically diverse primary classrooms." Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249449.
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Branton, Scott E. II. "Between Words and Deeds: Diverse Voices and the Communicative Constitution of Diversity." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/2021.
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While diversity is widely discussed throughout management literature, the impact of diversity management on diverse organizational members remains exceedingly sparse. Furthermore, the present case study uses a communication centered approach to address how diverse faculty member’s organizational experiences with diversity align with an academic institution’s publicly stated values of diversity. Through a critical interpretive lens, 15 semi-structured, in-depth interviews of diverse faculty members were conducted at a medium sized, Southern university (“Southern U”). Findings suggested that contradictions were heavily embedded into Southern U’s diversity communication resulting in a host of paradoxical tensions for diverse faculty members. This study explored the communicative constitution of organizations and how organizations constrain and enable diversity through communicative enactment.
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Volk, Stefan. "The evolution of trust and cooperation in diverse groups : a game experimental approach." kostenfrei, 2009. http://www.biblio.unisg.ch/www/edis.nsf/wwwDisplayIdentifier/3579.
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Wells, Verlinda. "THE LACK OF DIVERSITY ON THE BENCH IN FLORIDA'S STATE COURTS." Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3795.
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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.M.A.
Department of Political Science
Arts and Sciences
Political Science
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Clott, Aimee D. 1976. "Conflict behavior in the diverse classroom." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11066.
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xii, 91 p.Increasing diversity in education necessitates the incorporation of diversity-related curricula to assure student learning and development. Responding to the diverse needs of students improves learning and development for all students, which in turn fosters inclusive environments in education. Avoidance of conflicts sparked by differences encountered in diverse classrooms may prevent the incorporation of diversity-related curricula. The literature suggests that the predominance of conflict-avoidance among educational professionals may be related to previous exposure to diversity-related issues and content in their educational training. However, empirical evidence of conflict-avoidance among educational professionals in response to this type of exposure has yet to be established. This study surveys students enrolled in a diversity-related education course in an effort to estimate the effects of diversity-related training on conflict-avoidant behaviors.
Committee in charge: Dr. Paul Yovanoff, Chairperson; Dr. Gerald Tindal, Member; Dr. Roland Good, Member; Dr. Cheyney Ryan, Outside Member
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VanHorn, Barbara. "Violence and depression among ethnically diverse, low income women: Mediating and moderating factors." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2594/.
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This longitudinal study examined factors influencing the relationship between sustained partner violence and depression/suicidality among ethnically diverse, low income, community women. The sample at Wave 1 consisted of 303 African American, 273 Euro-American, and 260 Mexican American women in long term relationships with a household income less that twice the poverty threshold. There were no ethnic differences on frequency of partner violence, depression, or suicidality. The moderate relationship between partner violence and women's depression, confirmed previous findings. Frequency, but not recency, of violence predicted depression and suicidal ideation for African Americans and Mexican Americans, even after controlling for earlier depression or ideation. Recent violence did not predict Euro-American's depression or suicidality after controlling for initial scores. Causal and responsibility attributions for partners' violence did not mediate the relationship between violence and depression or suicidality in any ethnic group. However, African American women's attributions of global effects for violence mediated the relationship of violence on depression and suicidal ideation. Poverty level and marital status moderated the relationship between violence and the number of times women seriously considered and actually attempted suicide. Frequent violence was most lethal among the poorest women and marriage provided the least protection for women in the most violent relationships. Specifically, poverty status moderated violence on consideration of suicide for African Americans and Euro-Americans and suicide attempts among Mexican Americans. Marital status moderated partners' violence on suicidal ideation and attempts for Mexican Americans and consideration of suicide for Euro-Americans, but was not a moderator for African Americans' depression or suicidality. Women with different ethnic backgrounds appear to differ in the ways partner violence contributes to their depression and suicidality. Policy implications include the need to offer suicide intervention, particularly for low income women seeking services for violence. Mental health professionals should routinely inquire about partner violence when women present with depression or suicidality. Further, sensitivity to ethnic differences is recommended when confronting women's attributions regarding violence.
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Shemla, Meir, and Jürgen Wegge. "Managing diverse teams by enhancing team identification: The mediating role of perceived diversity." SAGE Publications, 2018. https://tud.qucosa.de/id/qucosa%3A71545.
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Although diversity provides a greater pool of knowledge and perspectives, teams often do not realize the potential offered by these additional informational resources. In this study, we develop a new model seeking to explain when and how teams that are diverse in terms of educational background utilize the afforded informational variety by engaging in deeper elaboration of task-relevant information. We found that collective team identification moderated the relationship between educational team diversity and elaboration of task-relevant information, such that under high (low) levels of team identification, educational diversity was positively (negatively) related to information elaboration. As expected, this moderating effect was shown to be mediated simultaneously through two different types of perceived team diversity. We found that the negative path was mediated through a perceived diversity measure reflecting a split into subgroups, whereas the positive path was mediated through a perceived diversity measure reflecting perceived educational heterogeneity. Taken together, this study contributes to the team diversity literature by shedding light on the important role of collective team identification in unlocking the potential of objective educational team diversity, by uncovering the underlying mechanisms accounting for this effect, and by demonstrating the usefulness of distinguishing between different types of perceived diversity.
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Buys, Karina. "Networking practices among diverse cultures and generations at a Gauteng mine / Karina Buys." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6922.
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Business management is characterised by fast and ever–expanding development. Culture and generation play an increasingly important role in the management of businesses worldwide. Although studies have been conducted on the subjects of culture and generation, little attention has been paid to culture and generation as a combination of diversity characteristics. As more managers are realising the challenges that arise when managing diverse work environments, the modern manager must question old assumptions about how diverse people work together. In this modern age, it is important to understand diversity issues on all levels of management. Networks are based on people's backgrounds, and understanding the link between networking and diversity is becoming increasingly important. In a culturally complex country such as South Africa, experiencing the impact of diversity on a daily basis can be anticipated. Culture and generation are two terms that encompass all dimensions of diversity. This study investigates the different networking practices found among diverse cultural and generational groups at a Gauteng mine. The generational classification used in this study is based on the fact that generations differ from country to country; therefore, the classification used in this study is relevant to South African generations. Seven hypotheses were formulated pertaining to differences among cultural and generational groups with regard to networking practices. Furthermore, four cultural–generational groups were identified, namely Black Generation X'ers, Black Baby Boomers, White Generation X'ers and White Baby Boomers. Data was collected from Kusasalethu mine employees. The original sample frame comprised 3630 employees from which a sample was chosen that complied with the criteria for culture, age / generation and education. A total of 1046 employees remained from which the sample elements were chosen by making use of probability, systematic proportionate stratified sampling. Self–completion questionnaires were used for collecting the data. A total of 289 questionnaires were completed which constituted a 100% response rate. The questionnaire used was intended to obtain feedback from respondents regarding their cultural and generational diversity, as well as preferences pertaining to their networking practices. The results from the survey were used to determine the differences between diverse cultures and generations with regards to networking practices.
The findings, supported by the rejection of the first null–hypothesis, indicated that there are indeed a number of salient differences between Black Generation X'ers, Black Baby Boomers, White Generation X'ers and White Baby Boomers. Specifically, the results indicated that White Baby Boomers incline to rarely use the medium of SMS when networking while this group also makes use of telephones when networking more often than Black Generation X'ers. Furthermore, Black Baby Boomers more frequently use e–mails when networking while Black Generation X'ers indicated that they rarely use e–mail as network medium. It was found that White Baby Boomers make use of one–on–one face–to–face methods more often when networking than Black Generation X'ers and White Generation X'ers. The largest number of differences was between Black Generation X'ers and White Baby Boomers. The respondents all indicated that they incline to value good relationships at work highly, that they agree that informal work environments are conducive to more effective networking practices, that they frequently have good influences on their families and that they network more during spare time than at work. The results also indicated that the mediums that are used most often when networking include the cell phone and one–on–one face–to–face methods. Respondents tended to rate sharing experiences and exchanging work ideas as very important aims for networking. By dividing diverse workforces into smaller, more manageable units or homogeneous groups, diversity management can be simplified. This is an ability for which managers can be trained and which should be applied correctly within a business environment. In view of the results, it is recommended that managers of diverse workforces should identify different generations and cultures as a way to manage them more effectively. Furthermore, managers should ensure that work environments that are conducive to good relationship building and informality need to be created. Additionally, conflict between Black Generation X'ers and White Baby Boomers should be handled cautiously with a view to ensure that effective solutions are achieved to such conflicts. Preferences with regard to network mediums should be noted, as such awareness may lead to more effective networking / communication within businesses. Management's approach to meetings needs to be reviewed for each group, because differences exist in terms of preferences in this regard. A working environment conducive to exchanging ideas and experiences should be created. Lastly, as all groups value good relationships at work, a climate that encourages openness and conflict resolution should be created.Thesis (M.Com. (Business Management))--North-West University, Potchefstroom Campus, 2012.
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Mira, Consuelo Bingham. "The bi-directional relationship of life stress and depression among ethnically diverse women." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1383476241&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Faden, Sandra K. (Sandra Kay). "The Effects of Intergroup Competition and Noncompetition on the Decision Quality of Culturally Diverse and Culturally Non-Diverse Groups." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277879/.
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The primary purpose of this study was to explore the challenges and benefits associated with cultural diversity within groups. The research hypotheses were proposed to test the effects of cultural diversity on group performance and group processes by comparing culturally diverse and culturally homogeneous groups under conditions of intergroup competition and noncompetition. This experiment was conducted using 500 upper-level undergraduates enrolled in the principles of management course for the fall semester.
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Roark, Randall. "Assessing Fruit and Vegetable Intake in an Ethnically Diverse Population." Diss., University of Hawaii at Manoa, 2010. http://hdl.handle.net/10125/22064.
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Background
Studies indicate that the vast majority of adult Americans do not regularly consume recommended daily servings of fruits and vegetables. One major issue with research in this area is how to measure fruit and vegetable intake, especially in ethnically diverse populations.
Objectives
The specific aims of the study were to a) compare the percentage of participants categorized as regularly consuming five or more („5 or more‟) daily servings of fruits and vegetables using two commonly used instruments, b) assess if percentages varied by race/ethnicity, and c) assess if the different instruments interacted with race/ethnicity.
Methods
The source for the current study was the Healthy Hawai„i Initiative (HHI) which collected baseline data from adult residents of Hawai„i in 2002. The data used in this study are baseline data from the HHI longitudinal study. „Five or more‟ was calculated using two instruments: a single question instrument and a multi-item food frequency questionnaire (FFQ) 19-item instrument. The latter allowed for variations in how „5 or more‟ was calculated (e.g. not including fried potatoes). Percentages were compared overall and by race/ethnicity.
Results
The percentage meeting „5 or more‟ criteria varied greatly depending on how „5 or more‟ was calculated ranging from 20.9% with the single question instrument to 60.8% when all items on the multi-item FFQ instrument were used. Caucasians were iii
significantly more likely to consume „5 or more‟ than were Japanese and Filipinos. With the single question instrument the results for Filipinos were exceedingly low and inconsistent with results using the multi-item FFQ and with State of Hawai„i survey data for 2002. Female gender and older age were also associated with „5 or more‟ while education was not. No specific food items explained differences by race/ethnicity.
Conclusions
The percentage of participants meeting „5 or more‟ criteria varied significantly depending on how „5 or more‟ was calculated. Race/ethnicity was significantly associated with „5 or more‟. The single question method for determining „5 or more‟ categorization appeared to interact with race/ethnicity, greatly underestimating intake for some groups relative to Caucasians and therefore it should not be used in studies in Hawai„i.
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Wales, Raymond. "A transformative approach to teaching adults in a culturally diverse context." University of Western Cape, 2013. http://hdl.handle.net/11394/8496.
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Magister Educationis (Adult Learning and Global Change) - MEd(AL)The post-modem society is described as a society on the move, a phenomenon the anthropologist, (Vigouroux, 2005) describes as 'flows'. These flows are mostly manifested by people moving in and towards countries with better economic prospects. In most African countries there is a large-scale migration from rural to urban areas and a lot of trans-national migration across countries, due to recent socio-economic and socio-political trends. Democracy in South Africa became a powerful drawing card on the African continent for those nations plagued by poverty, unemployment and civil wars and migration to South Africa became increasingly popular. Therefore, democracy in South Africa is also a spatial process, which transcends local and national geographical spaces.
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Ozakin, Ayse Ulku. "Accomodating Diversity Within Feminism In Turkey:the Amargi Women." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614217/index.pdf.
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In this thesis, Amargi Women&rsquos Cooperative in Istanbul is studied as an example of diversity feminism in Turkey. Its feminist perspective and challenges faced in realizing its objectives in this context are analyzed based on a description of the process of Amargi&rsquo
s formation, the course of its activities and the debates within the group and especially the in-depth interviews held with ten volunteers. The group&rsquo
s accomplishments and problems encountered during the last ten years in its quest for &ldquo
doing politics together with women of diverse identities&rdquo
are at the focus of this research. The explicit invitation for diversity is one of the Amargi&rsquo
s differences, as one of the prominent feminist groups in Turkey. In this study, &ldquo
transversal politics&rdquo
is identified as the concept underscoring Amargi&rsquo
s approach to feminism. Difference and diversity among women are emphasized according to &lsquo
dialogical-situated epistemology&rsquo
and antimilitarist politics conducted in the Turkish context.
34
Newsome, Jessica Mary Lober. "Women and Chemistry : Representation, Retention, Equality and Diversity." Thesis, Roehampton University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517877.
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Mallen, Jennifer Lynne. "Does college have a lasting influence on leadership development? a comparative study of diverse women /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026771141&sid=6&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Grigsby, Alan V. "Integration without Assimilation: Black Social Life in a Diverse Suburb." University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1535372415028617.
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Tackett, Mary Elizabeth. "An Examination of Elementary Learners' Transactions with Diverse Children's Books." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71448.
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This study was designed to explore the transactional relationship between young learners and diverse texts. Students' perceptions toward difference are shaped by prior, lived experiences, and books provide students with virtual experiences of diversity, which can lead to transformative possibilities. This study explored: (1) How can children's picture books about autism be used to create transformative opportunities in an elementary classroom, and (2) What types of responses do primary students have when transacting with children's picture books about autism? Through the use of a formative experiment methodology aligned with Rosenblatt's Transactional Theory of the Literary Work (1978), interventions involving (a) a teacher read aloud, (b) student journal writing, and (c) class discussion allowed second grade students to transact both aesthetically and efferently with diverse texts about autism. Examination of student responses was a qualitative, iterative process that utilized the Constant Comparative method (Strauss and Corbin, 1998), and intervention data was triangulated with researcher field notes and pre and post-intervention student interviews. Analysis led to a deeper understanding of transactional response, including how (a) increasing awareness cultivates deeper connections with diverse texts, (b) prior perceptions and experiences influence evocation and response, and (c) diverse texts provide necessary virtual experiences with diversity. Student responses during transaction also revealed a process of growth in which students oscillated between various levels of introspection by (a) gaining awareness though an insightful view of diversity (developing understanding of difference/defining and explaining autism), (b) reflecting on similarities to gain an understanding of difference (journeying through the text), and (c) using texts as a reflexive tool and gateway toward acceptance (affirming care and responsibility). This study gives insight into how transacting with diverse texts can provide students with opportunities to explore diversity and increase their knowledge and understanding of difference in order to create a more accepting and equitable culture.Ph. D.
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Floe, Christina E. "Contact and self-segregation in ethnically diverse schools : a multi-methodological approach." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:030ab091-b6e6-4042-85b7-6b5e85f6c3b3.
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This thesis investigates 'self-segregation,' the voluntary separation and clustering of ethnic groups within a diverse environment that ostensibly provides opportunities for intergroup contact. While previous research has demonstrated self-segregation within such settings, using either self-reports, observations of behaviour, or social network analysis (SNA), such studies tend to be mono-methodological and cross-sectional. I review this literature in Chapter 1. I then present three empirical chapters which provide both longitudinal data and comparisons between observations, surveys, and SNA: Chapter 2, with two observational studies of seating patterns in a diverse sixth form cafeteria (Studies 1 and 2), and a third observational study in a diverse secondary school (Study 3); Chapter 3, where I report an SNA study collected from the first-year students at the same secondary school (Study 4); and Chapter 4, where I report the results from a self-report survey in the sixth form college, where students indicate their cafeteria seating preferences (Study 5). In Chapter 5, I discuss these findings, summarising 1) the strong self-segregation, and inclination towards self-segregation, found in all studies; 2) the comparisons between the two educational settings, where younger students were both more likely to be gender segregated, and to increase in ethnic integration over time; 3) the greater inclination of Asian British students than White British students to ethnically integrate; and 4) the need for further research triangulating multiple methods. From these conclusions, I suggest implications for targeted interventions, and argue the continued (and indeed, heightened) need for the contributions of social psychologists in public and policy discourse on ethnic integration.
39
Stewart, Kyle Bradley. "Waveform-Diverse Multiple-Input Multiple-Output Radar Imaging Measurements." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1450437383.
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Nkholise, Martha. "Determining guidelines for effectively leading culturally diverse teams at Volkswagen South Africa." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1010077.
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South Africa is a society of diverse cultures, and the workplace is one of the few places that serve as a melting pot for these varied cultures. If managed well, cultural diversity has numerous benefits that can help an organisation gain a competitive advantage. However, failure to manage it can pose challenges that can have serious consequences for an organisation. The purpose of this study was to analyse the leadership of cultural diversity at Volkswagen South Africa (VWSA) and identify leadership guidelines to both enhance team performance and reduce the challenges faced by the organisation as a result of this cultural diversity. For the purpose of this study, a culturally diverse team was defined as a team of diverse individuals from different cultures or societies working together to achieve organisational success. The research was conducted by the use of questionnaire using a sample of 200 employees of the VWSA Paint Shop. The sample represents 42 percent of the total population of the Paint Shop. The study discusses the relationship of four leadership styles (Classical Leadership, Transactional Leadership, Transformational Leadership, and Visionary Leadership) with Cultural Diversity. Whilst strong cases were made for Transformational and Transactional Leadership style being the most suitable styles for leading culturally diverse teams, the researcher concluded that no single leadership style would be ideal for effectively leading culturally diverse teams at VWSA. The appropriate leadership style will instead be a hybrid of all leadership styles, thus being a leadership approach that works as a sort of “best practices” of various leadership styles.
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Erasmus, Wilma. "Exploring quality and diversity : the role of the teacher in a class of diverse learners." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27821.
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The advent of democracy has witnessed radical changes in the demographic constitution of the learner population in schools. Many teachers now encounter classes that comprise learners from diverse racial, ethnic, religious and language backgrounds. How do these teachers ensure quality education in such a class of diverse learners? Accordingly, this research study set out to explore quality and diversity in a class of diverse learners with particular emphasis on the role of the teacher. The meta-theoretical paradigm that directed it was a combination of constructivism and interpretivism. The methodological paradigm employed a qualitative mode of inquiry and various sampling techniques to select the participants. Convenience sampling was used to select three schools, two classes per school and five learners per teacher, while purposive sampling were used to select two teachers per school. A mix of instruments was used to collect the data, such as semistructured interviews, observations, field notes and a researcher journal. Findings from this study were fivefold. First, the training that teachers received with regard to diversity is insufficient and does not prepare them to teach a class of diverse learners. Second, the role of the teacher is complex and requires them to fulfil more than one role at a time; even though some roles are neglected, the majority of teachers focus on the role of facilitator. More emphasis should be placed on the importance of the roles and how they can contribute to quality in education. Third, teachers must follow an asset-based approach in a class of diverse learners. By using difference as a resource and an asset, teachers will be able to encourage open class discussions, involve learners in the lesson, keep their attention and use this to promote their understanding about complex topics and terms. Fourth, teachers have to make certain adjustments to their teaching style to accommodate diverse learners. It is important for all teachers to examine their own attitudes towards teaching diverse learners in order to provide the best education possible. Finally, certain quality assurance methods are in place at schools, but just how appropriate they are is debatable. New approaches must be developed and utilized to meet the needs of the current social context in South Africa to ensure that quality teaching takes place at schools.Dissertation (MEd)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
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Hemphill, Jean Croce, and Florence M. Weierbach. "Educating Nurses for Delivering Care That Embraces the Diverse Populations in Appalachia." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7393.
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Mustafa, Diellza, and Zana Maliqi. "Managing inclusion at a diverse workplace : from a managerial and employee perspective." Thesis, Högskolan Kristianstad, Fakulteten för ekonomi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21165.
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Background: Globalization has changed the market in ways of creating new opportunities as well as new challenges for organizations and has given rise to a global phenomenon called workforce diversity. The phenomenon appeared as a result from the constantly changing marketplace where people as part of a worldwide economy, live and work in foreign countries. Thus, as global markets emerge, and workforce demographics shift, workforce diversity inches closer to becoming a necessity instead of a banner that businesses wave to show their commitment to embracing differences and change. Purpose: The purpose of this thesis is to examine and to provide a better understanding of how diversity is managed through inclusive practices and policies, and how employees perceive these practices. Method: The research is based on a qualitative case study. The primary data was collected through semi-structured interviews. The respondents of the interviews were both managers and employees in order to get the two different perspectives. Two managers and six employees were interviewed. Findings: The empirical findings showed that managers’ perspective of inclusion practices differs much from how the employees perceive inclusion practices of a diverse workforce. The main findings were that the stated inclusion practices at The University are not perceived among the employees. One example was that some of the employees feel like they were excluded at The University. Moreover, some of the employees stated that people that are not ethical Swedes are not treated the same nor get the same opportunities. Another observable issue was that The University rarely speak English and all documented information is in Swedish, which mean that not all employees receive the information needed.
44
Wong, LeighAnn S. "Sensitivity and Specificity of the Static-2002 in a Diverse Population." NSUWorks, 2011. http://nsuworks.nova.edu/cps_stuetd/77.
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Assessments designed to estimate the probability of sexual offense recidivism have gained popularity due to research that suggests these instruments are psychometrically sound for this purpose. The Static-2002 (Hanson & Thornton, 2003), an actuarial instrument of sexual recidivism, has been validated in specific populations, but in the absence of multicultural populations. It is necessary to establish the validity of the Static-2002 for a multicultural population, especially considering the increasing impetus to mandate measures of sexual recidivism. This study was designed to assess the predictive validity of the Static-2002 as an actuarial instrument that estimates the probability of sexual, violent, and general recidivism within a multicultural population.
Recent criminal histories and de-identified archival records of 103 adult sex offenders were used to complete demographic questionnaires and to calculate retroactive predictive accuracy scores for the Static-2002. Records were obtained from a private practice office in South Florida, which provides outpatient treatment to conditionally released offenders. Hypothesis testing utilized a receiver operating characteristic area under the curve (ROC AUC) analysis to examine the discriminating power of the Static-2002 and to identify optimal cutoff values for each risk category. These cutoff values were then compared to the established Static-2002 risk categories to evaluate the cutoff scores' congruency.
For this sample population, resulting ROC AUC values indicated the predictive accuracy of the Static-2002 to be moderate for any (including general; .67) offense recidivism, and high for violent recidivism (.74). However, the Static-2002 was ineffective for predicting sexual recidivism among this sample population since the predictive accuracy of the ROC area for sexual reoffenses was not statistically significant above chance (p = .07). The four Static-2002 risk categories derived for this study are: low, moderate-low, moderate-high, and high. When compared with the established Static-2002 risk categories, this study's risk categories were found to be mostly concurrent with the established categories.
Similar to previous research, this study found that when the sample population differs racially/ethnically from the normed population (60% of this study's participants were Hispanic), the Static-2002 was ineffective for accurately predicting sexual reoffending. However, the Static-2002 effectively predicted violent and general recidivism with this sample population.
45
Smith, Noel. "'Being my own person' : diverse lifestyles among young women in the Irish Midlands." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324951.
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Fulford, Cynthia Naneva. "Preparing Students to Work in a Globally Diverse World: The Relationship of College Students' Backgrounds and College Experiences to Their Orientation Toward Diversity." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245687600.
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Truong, Minhtri Carleton University Dissertation Psychology. "Identity diversity and feminist identification." Ottawa, 2000.
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Camargo, Elsa. "Faculty Perspectives on Diversity and Inclusion at a Highly Diverse Institution: A Study of Organizational Culture." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77414.
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U.S. demographic shifts are not being reflected in higher education institutions (U.S. Census Bureau, n.d.; U.S. Department of Education, 2013). While institutions recruit underrepresented students and faculty, retention of these populations continues to be an issue in part due to a lack of sense of belonging (Booker, 2007; Hurtado and Carter, 1997), poor institutional climate (Hurtado, Alvarez, Guillermo-Wann, Cuellar, and Arellano, 2012; Rhee, 2008), and institutional racism (Stanley, 2006). Organizational culture theory offers a lens to examine the underlying structural problems preventing organizations from permanently adopting diversity and inclusion initiatives throughout the institution.
This qualitative study examines how faculty members describe organizational culture of diversity and inclusion at a research university with a high degree of student diversity. The conceptual framework was Schein's (2010) organizational culture model. Participants included 19 faculty members who identified as Caucasian/White, African American/Black, Hispanic/Latino, or Asian/Pacific Islander. Of all participants, 12 were male and seven female.
In-person interviews were conducted to gather data. Data were analyzed using the constant comparative method. Five themes emerged: forming culture, describing diversity and inclusion within the culture, learning impacted by diversity, feeling the culture, and directing culture. Unique findings from this study reveal that participants believed there is a shifting organizational culture of diversity and inclusion at the selected institution due to newly acquired designations, causing redefinition of existing assumptions. Additionally, faculty members (a) held different definitions for diversity and inclusion, which affected how they understood the university's responsibilities; (b) relied on localized diversity initiatives over university-wide ones; (c) believed in the unique needs of a highly diverse student body; and (d) were concerned with gaining diversity and inclusion at all ranks of the institution. Findings suggest that faculty at this institution viewed the organizational culture of diversity and inclusion to be welcoming for students. However, participants' perspectives were mixed about this same culture being welcoming to all faculty members. The study has implications for administrators and faculty members seeking to create more diverse and inclusive organizational cultures. Findings also have implications for future research on organizational culture, faculty, diversity, and inclusion.Ph. D.
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Heppner, Rebekah S. "A paradox of diversity : billions invested, but women still leave." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001869.
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Fujimoto, Yuka 1976. "Personal, group and organisational diversity attitudes, values and norms make a difference to culturally diverse workgroups." Monash University, Dept. of Management, 2002. http://arrow.monash.edu.au/hdl/1959.1/8011.
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