•We use gender-innovation data for 472 multinational corporations operating in 21 emerging economies.•We use multi-stage theoretical framework–institutional factors, Hofstede national cultural ...dimensions & firm level factors.•Our study is the first to empirically examine the effect of gender diversity on innovation for emerging economies.•National culture & country-level institutional quality has mediating influence on boardroom gender diversity & innovation.
This paper contributes to burgeoning research concerning the relationship between boardroom gender diversity and corporate innovation. The paper deploys a multi-theoretical framework comprising insights from the upper echelons, resource-dependency, and institutional theories, and the Hofstede's cultural dimensions framework. We test a panel dataset for 472 multinationals in 21 emerging economies, covering nine years (2009–2018). Our findings reveal that gender diversity is positively associated with corporate innovation. We also find that local factors such as national norms, cultural values, and country-level institutional quality influence boardroom gender diversity, level of investment in research and development (R&D), and corporate innovation. The paper concludes by providing policy and managerial recommendations on how to promote firm innovation within emerging markets contexts.
Geoffrey Brahm Levey plausibly describes how a group of scholars who he calls the ‘Bristol School of Multiculturalism’ (BSM) differ from scholars who are often called Liberal Multiculturalists (LMs). ...We expand Levey’s analysis by showing what in the history of the BSM’s thought made the liberalism and the multiculturalism of LMs unconvincing for BSM scholars. Hence, we show how certain thinkers influenced BSM scholars in ways that made them unwilling to offer liberal theories and how BSM scholars began their work with multi-culturalist ideas that differ from the multiculturalist ideas of LMs.
Co-published with While there is wide consensus in higher education that global learning is essential for all students' success, there are few models of how to achieve this goal. The authors of this ...book, all of whom are from one of the nation's largest and most diverse research universities, provide such a model and, in doing so, offer readers a broad definition of global learning that both encompasses a wide variety of modes and experiences-in-person, online, and in co-curricular activities at home and abroad-and engages all students on campus. They provide a replicable set of strategies that embed global learning throughout the curriculum and facilitate high quality, high-impact global learning for all students.The approach this book describes is based upon three principles: that global learning is a process to be experienced, not a thing to be produced; that it requires all students' participation-particularly the underrepresented-and cannot succeed if reserved for a select few; and that global learning involves more than mastery of a particular body of knowledge. The authors conceptualize global learning as the process of diverse people collaboratively analyzing and addressing complex problems that transcend borders of all kinds. They demonstrate how institutions can enable all students to determine relationships among diverse perspectives on problems and develop equitable, sustainable solutions for the world's interconnected human and natural communities. What's more, they describe how a leadership process-collective impact-can enable all stakeholders across departments and disciplines to align and integrate universal global learning throughout the institution and achieve the aims of inclusive excellence.Providing examples of practice, this book:
Offers a model to make global learning universal;
Provides a definition of global learning that incorporates diversity, collaboration, and problem solving as essential components;
Describes effective leadership
Declarations of the end of race ignore the continuing impact of racism upon socio-economic inequality in 'racial states'. Nevertheless, the idea of post-racialism has gained ground in a post-9/11 ...era, defined by a growing suspicion of diversity. Clearly racialized, this suspicion is couched in cultural-civilizational terms that attempt to avoid the charge of racism. Hence, attempts to counteract the purported failure of multiculturalism in Europe today pose culturalist solutions to problems deemed to originate from an excess of cultural diversity. This is part of a deepening culturalization of politics in which the post-race argument belongs to a post-political logic that shuns political explanations of unrest and widening disintegration in favour of reductive culturalist ones. The culturalization of politics is elaborated by relating it to the displacement of the political that originated with the nineteenth-century ascendance of race, thus setting 'post-racialism' firmly within the history of modern racism.
Success and impact metrics in science are based on a system that perpetuates sexist and racist “rewards” by prioritizing citations and impact factors. These metrics are flawed and biased against ...already marginalized groups and fail to accurately capture the breadth of individuals’ meaningful scientific impacts. We advocate shifting this outdated value system to advance science through principles of justice, equity, diversity, and inclusion. We outline pathways for a paradigm shift in scientific values based on multidimensional mentorship and promoting mentee well-being. These actions will require collective efforts supported by academic leaders and administrators to drive essential systemic change.
Providing readers with cutting-edge details on multicultural instrumentation, theories, and research in the social, behavioral, and health-related fields, this Handbook offers extensive coverage of ...empirically-supported multicultural measurement instruments that span a wide variety of subject areas.
In two experiments we tested how explicitly including the cultural majority group in an organization’s diversity approach (all-inclusive multiculturalism) affects the extent to which majority members ...feel included in the organization and support organizational diversity efforts. In Study 1 we focused on prospective employees. We found that an all-inclusive diversity approach, compared with the “standard” multicultural approach in which the majority group is not explicitly made part of organizational diversity, led to higher levels of anticipated inclusion for those with a high need to belong. In Study 2 we turned to sitting organizational members. Here, we again found that an all-inclusive multicultural approach increased perceptions of inclusion, but now the effect was present regardless of individual levels of need to belong. Perceived inclusion, in turn, was positively related to majority members’ support for organizational diversity efforts. Together, these findings underline the effectiveness of an all-inclusive multicultural approach towards diversity.
European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between ...minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from (n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to (N = 1,747) minority and (N = 1,384) majority students’ school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging.
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