Diversity education occurs in universities and workplaces, but research has progressed in disciplinary silos. Consequently, the field of diversity training has failed to utilize theoretical and ...practical advances from related fields. Our research addresses these limitations. Integrating educational and social psychology theories, we develop a relational model of training that offers perspective taking as an outcome of diversity training and cross-race friendships as a relational experience that spills over to the training environment. Our first 2 studies, conducted in organizational and academic settings, confirmed the model. Pre- and postcourse assessments revealed that while participants became more aware of the value of perspective taking and their need to improve this skill, only those with close cross-race friends improved their reported perspective taking abilities. Other forms of interracial contact and racial attitudes had no effect. Supporting theoretical predictions, belief in a just world mediated this friendship effect. Given the influence of cross-race friendships, we conclude with a third study that, using an experimental design, examined the effectiveness and underlying processes of a technique that increased participants' willingness to engage in cross-race friendships and other prosocial diversity and ally behaviors at work (e.g., diversity voice). Our findings illustrate the power of relationships and offer new theoretical directions and practical applications for diversity training and education.
AimsEquality and diversity are strongly embedded within the ethos of the National Health Service (NHS) and diversity is a ubiquitous part of mandatory training. Despite this training, many healthcare ...professionals across all ranks either face racism or witness racism. Often racism is not addressed openly and effectively in the clinical work areas. To discuss such a sensitive topic, we used a different approach in our hospital; an educational session to trainees using simulation scenarios. In doing so, we aimed to improve awareness, create a discussion about racism and improve awareness about how to act when racism or discriminatory comments are witnessed.MethodsAfter discussion with leaders and stakeholders within our NHS trust, we sensitively designed two communication scenarios using experiences from reported incidents. Firstly, a participant was asked to speak to an actor playing a parent of a child with an acute illness. The parent had just made a racial insult towards a colleague, although the actual insult was not used in the scenario. Secondly, a participant was asked to speak to an actor playing a 15-year-old admitted to a paediatric ward with an acute mental health crisis, who made a racial insult towards a colleague. The scenarios were followed by a debrief of the participants and observers, by trained facilitators. The participants were signposted to online resources and the trust guideline was discussed. We obtained participant feedback through a pre- and post- simulation questionnaire.Results9 doctors attended our pilot session, including paediatric trainees, GP trainees and Foundation doctors. The pre-course questionnaire highlighted the prevalence of racism in the National Health Service; 22% of attendees had suffered from racist or discriminatory behaviour in the workplace, and 55% of attendees had witnessed racist or discriminatory behaviour in the workplace directed at a colleague. However, most trainees (77%) had not attended face-to-face equality and diversity training before our simulation session as it is usually delivered online. The session was well received; it was rated 4.8/5 by participants for educational value. Most participants actively participated in the debrief and most of comments were positive, with comments such as ‘finally addressing an important topic’. One doctor said it felt ‘unpleasant’ to perform the simulation in front of colleagues which generated much discussion amongst the faculty. A facilitator offered a personal debrief to this doctor to ensure psychological safety.ConclusionMany of our participants had experience of suffering from, or witnessing, racism in the workplace. We showed that simulation can be used to have these challenging conversations while also increasing awareness of existing resources. However, extra care must be taken to ensure that the simulation environment is psychologically safe for all. We have taken on the feedback and in the future, we will consider inviting a psychologist for the debrief, are recording videos of semi-scripted scenarios to debrief, offer 1:1 debriefs and signpost participants to support available within the trust.
This research studied an NHS organization as a case to explore how it is responding to cross-cultural issues against a backdrop of policy expectations about equitable and good quality mental health ...service provision to service users of a minority ethno-cultural group in the UK. Data were collected by conducting semi-structured interviews with 20 participants from three hierarchical levels of the organization. The research found that the concepts of culture and ethnicity are used in a fixed way in the interventions (staff diversity training and ethnic matching) taken by the case organization. It is argued that this fixed understanding of cultural concepts and related interventions may not be helpful in meeting the needs of service users, especially in the context of United Kingdom, which is characterized as a super-diverse society. It appears that the interventions are developed and implemented on the conceptualization of cultural identity as generic and fixed. Organizations working in a multicultural society, or where they have service users from a variety of ethnic and cultural backgrounds, need to develop and implement interventions based on individualized and fluid understanding of such concepts. The findings of this study contribute to cross-cultural management scholarship by taking a critical stance on the concept of culture, as it is operationalized by a large organization. We show how, even when required by national policy, this one-dimensional model of culture causes human resource management interventions, intended to address cultural diversity, to be perceived as ineffective.
The General Medical Council (GMC) has pledged to implement a range of changes to its procedures to guard against bias, after longstanding allegations that it treats ethnic minority doctors more ...harshly.1 The doctors’ regulator promised to implement this year the 23 recommendations of an external regulatory fairness review it commissioned to “ensure the GMC actively seeks out and addresses any potential bias in its processes.” The GMC commissioned the review by Laura Harding after an employment tribunal ruled in June 2021 that the regulator had discriminated against a consultant urologist, Omer Karim, on the grounds of his race.2 While the fairness review was going on, Manjula Arora, a GP who trained in India, was suspended for one month for dishonesty by a medical practitioners tribunal over her use of the word “promised” when requesting a work laptop. ...decision was condemned by doctors as grossly disproportionate the GMC swiftly apologised and agreed not to contest Arora’s appeal to the High Court, which quashed the tribunal’s findings.3 The regulator commissioned an independent learning review of her case, co-chaired by Iqbal Singh, chair of the GMC’s Black and Minority Ethnic Doctors Forum, and Martin Forde, a black King’s Counsel who often represents doctors at medical practitioners tribunals.4 Their report, published last November, noted that the incorrect legal test for dishonesty had been applied in Arora’s case and found “multiple missed opportunities for the GMC to stand back and look at the case again” before sending it to the tribunal.
Diversity science training is a requisite element of preparing future generations of psychological scientists. This article describes challenges and tensions in diversity science training—with a ...particular focus on race, ethnicity, and racism—and draws on a project conducted with faculty and students to propose policy‐relevant recommendations that might serve as a starting point in advancing training practices in diversity and psychological science. These include: (1) communicating a top‐down commitment to diversity science; (2) developing strategic planning around diversity science training; (3) establishing diversity science training task forces; (4) maximizing ongoing efforts to increase representation of diverse faculty and students; (5) evaluating and interrogating existing pedagogical approaches and teaching methods; and (6) building coalitions and advocating for trainees. Through ongoing, proactive, and critical inquiry, assessment, evaluation, and instruction, current diversity science training focusing on race and racism in psychological science can transform the field.
Diversity training has gained momentum over the years across industries to reduce turnover, increase revenue, and enhance the hospitable environment of the workplace, among other benefits. However, ...the initiate has also been criticized for ineffectiveness and backlash from participants. This review synthesizes 228 articles on diversity training across 13 industries to draw a holistic landscape of the initiative to address the existing gap in research. Findings of the systematic literature review were presented to diversity trainers to collate the existing knowledge with practice. Results of the review demonstrate an acute need for research within Tourism and Hospitality along with qualitative research on the initiative. Efforts also need to be taken to decolonize the research and training designed for the managers and leaders of the organisation. Theoretical and practical implications for Tourism and Hospitality Research and policy are discussed after consultation with diversity practitioners in the industry.
The purpose of this study was to examine diversity training and police service differences on levels of ethnocultural empathy among Florida's public university police officers. Ethnocultural empathy ...is essential for cultural competence, and cultural competence is vital for campus police officers employed at public universities in Florida. Perceptions of police officers among various minority groups and the relationships officers have with their members have long been strained by a myriad of social, political, and economic issues. During the last decade, minority enrollment at Florida's public universities experienced double-digit growth. As a result, campus police administrators must ensure the police officers they employ maintain the cultural competence needed to promote positive relationships within the diverse academic communities they serve. Believed to be the first study of its kind, it provides an opportunity for important discourse in campus policing and beyond. Of particular value and importance is the sole significant finding that white officers are more likely to have lower levels of ethnocultural empathy compared to non-white officers.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
In this article I examine the ways in which trans and gender nonconforming people are produced as both a sensitive and triggering "issue," particularly through sensitization practices that are ...characteristic of LGBTIQ+ diversity training. I discuss the work that different modalities of the sensitive do in the clinic and training of cisgender professionals by bringing together research materials from fieldwork in Chile. In doing so, I show how sensitivity sticks to trans people by making them vulnerable to medical gatekeeping practices, which end up producing a particular way of knowing the other marked by what I call the "anxiety to know," reproducing forms of gender panic that construct nonnormative genders as still needing an explanation. My discussion joins the call of scholars and activists who interpellate cisgender practitioners to account for our own gender anxieties as a means to facilitate an encounter with opacity that might trigger a desire to know more about our gender nonconformity.
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