Explore the vast range of titles available.

School diversity has been shown to be associated with students’ school experiences. However, most studies have focused solely on student racial/ethnic diversity, in spite of the multifaceted nature of diversity. This study assessed how the combined influence of student and teacher racial/ethnic diversity and socioeconomic diversity were related to race-based victimization, school connectedness, and racial/ethnic disparities of these outcomes. The participants were Asian, Black, Latinx, and White students (n = 100,408; 46.2–53.5% female) in Grade 7 to Grade 12 attending 278 public schools in California. The participating schools’ diversity contexts were categorized into four latent profiles differentiated by varying levels of student and teacher racial/ethnic diversity and socioeconomic diversity. Race-based victimization was the least prevalent in schools with low student racial/ethnic diversity, low socioeconomic diversity, and moderate teacher racial/ethnic diversity. The magnitude of racial/ethnic disparities in race-based victimization differed across the four latent profiles; racial/ethnic disparities were minimal when there were similar numbers of students in each racial/ethnic group. School diversity’s relation with school connectedness was minimal. White students perceived higher school connectedness than other racial/ethnic groups across profiles, but the White-Latinx gap was smaller in profiles with schools having a homogeneous Latinx student population. The findings underline the importance of understanding school diversity’s interaction with students’ characteristics, particularly racial/ethnic identity, on students’ school experiences.

The effects of school and classroom racial/ethnic diversity on peer victimization, self-blame, and perceived school safety were examined in a racially/ethnically diverse sample of students followed over the three years of middle school. Sixth grade students (N = 5,991, 52% female; M = 11.63 years) were recruited from 26 urban middle schools that systematically varied in racial/ethnic diversity. Based on student self-report, the sample was 31.6% Latino/Mexican, 19.6% White, 17.4%, Multiethnic/Biracial, 13% East/Southeast Asian, 10.9% Black, and 6.9% Other very small racial/ethnic groups. Each school had a structural diversity score based on the number and size of racial/ethnic groups enrolled. Using a novel method based on course schedules and class rosters, each student’s individual exposure to diversity in their classes was assessed to capture dynamic diversity. Latent growth modeling showed that structural school diversity and dynamic classroom diversity were both related to less victimization at the start of middle school and a decrease over time. Dynamic classroom diversity buffered the associations between victimization and self-blame and between victimization and perceiving school as unsafe. Dynamic classroom diversity was more protective than structural school diversity. Implications for practice, intervention and policies to promote school racial/ethnic diversity were discussed.

Intercultural Twinnings presents innovative practices that enable direct contact between people of diverse backgrounds, ethnicities, languages, and religions. This collection explores models and intervention tools to support the work of teachers, researchers, practitioners, and students.

This book offers a theoretical, empirical, and normative analysis of the debates surrounding the accommodation of ethnocultural and societal diversity in contemporary liberal democracies. It invites readers to explore questions about pluralism and accommodation and proposes political reforms to meet the challenges arising from diversity.

Objective: This study aims to identify types of genderidentity-specific social support provided by parents that helps transgender and gender-expansive (TGE) youth of color thrive. Background: TGE youth of color benefit from parental social support, though less is known about supportive practices that specifically affirm marginalized gender identities-gender-identity-specific social support. Guided by a counter-storytelling framework that highlights the voices of TGE youth of color, this study investigates how TGE youth of color perceive such support from parents. Method: Data were collected via semistructured interviews with 18 youth (14-25 years, Mage = 20.28) who identified as TGE and as persons of color. Transcripts were analyzed using a modified thematic coding approach to identify themes related to youth perceptions of parental support of their gender identities. Results: Findings revealed four major themes related to parental provision of gender-identity-specific social support: self-work, support of gender-atypical behavior during early development, current affirmational and instrumental support, and family cohesion. Participants discussed parental genderidentity-specific support as a valued source of strength. Conclusion: TGE youth well-being can be enhanced by facilitating parents' provision of gender-identity-specific social support. Implications: Specific insight into sources of resilience and strength for TGE youth of color are offered for researchers and practitioners.

The question whether ethnic diversity is associated with declining social cohesion has produced much controversy. We maintain that more attention must be paid to cognitive mechanisms to move the debate ahead. Using survey data from 938 localities in Germany, France, and the Netherlands, we explore a crucial individual-level mechanism: perceptions of diversity. We not only consider perceptions of the amount, but also of the qualitative nature of diversity. By asking about various qualitative aspects of diversity, we test the cognitive salience of three explanations that have been proposed in the literature for negative diversity effects: out-group biases, asymmetric preferences and coordination problems. We show that all three mechanisms matter. Perceptions both mediate statistical diversity effects, and have important explanatory power of their own. Moreover, we are able to address the question to what extend the relationship of perceived diversity and neighborhood social cohesion varies across policy contexts. Based on assumptions in the literature about positive impacts of inclusive and culturally pluralist immigrant integration policy approaches, we hypothesize that ethno-cultural diversity is less negatively related to neighborhood social cohesion in more inclusive policy contexts. Our results provide partial support for this hypothesis as perceived diversity has a significantly stronger negative impact on neighborhood cohesion in Germany.

Purpose This study aims to explore how females on committees (FOC) and committee ethnic diversity (CED) impact environmental, social and governance performance (ESGP). Design/methodology/approach This study examines 126 listed firms under the coverage of FTSE ESG Ratings in Bursa Malaysia between 2017 and 2019. This study applies partial least squares structural equation modeling (PLS-SEM) to examine the hypotheses. While the risk of common method variance is minimised using multiple data sources for the analysis, instrumental variable-free approach, i.e. Gaussian copula method which is implemented in SmartPLS 4.0 has been used to address the potential endogeneity of the model. Findings Empirical evidence demonstrates significant positive direct relationships between FOC and ESGP, as well as CED and ESGP. The argument of resource dependence theory and positive empirical results on the two direct relationships hold firm despite several committees being aggregated as one construct with the aim of providing different insights into the literature. Practical implications This study provides implications for firm leadership to consider reviewing the composition of committees by increasing female representation while striking a balance in the appointment of committee members of different ethnicities to enhance firm ESGP. Originality/value To the best of the author’s knowledge, this study adopts a holistic approach by capturing, for the first time, the female representation of audit, nomination, remuneration and risk management committees. These dimensions are further developed into a single quantifiable variable, presented as FOC. Similarly, the ethnic diversity of the respective committees is aggregated and developed into a single quantifiable construct: the CED. Unlike most existing studies that commonly use econometric software, the application of PLS-SEM in this study contributes to the limited body of corporate governance and ESG studies that use PLS-SEM.

School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program’s effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.

PurposeThe purpose of this paper is to examine how organizational diversity may be associated with immigrants’ quality of coworker relationships. More specifically, this paper examines how immigrants’ perceived deep-level similarity and perceived workplace ethnic diversity may be associated with their quality of coworker relationships.Design/methodology/approachA final sample of 347 immigrant employees were surveyed. Hierarchical regression analyses were conducted to test the hypotheses.FindingsImmigrants’ quality of coworker relationships is positively associated with their perceived deep-level similarity with other coworkers. In addition, perceived workplace ethnic diversity moderates this relationship such that the relation is stronger as perceived workplace ethnic diversity increases.Research limitations/implicationsThe study and analyses are based on cross-sectional and single-source data and cannot determine causality. The study is also restricted to immigrants in the USA.Practical implicationsFindings provide evidence that increased levels of ethnic diversity and deep-level similarity in the workplace may improve immigrants’ quality of relationships, helping them integrate more successfully in organizations. Thus, managers seeking to benefit from diversity should strive for the creation of truly multicultural organizations or workgroups and focus on fostering similarities in deep-level attributes to maximize their potential.Originality/valueImmigrants are an important asset for organizations, but research about their inclusion in organizations is limited, especially when examining their integration in their workplaces. This study addresses some of these limitations by looking at the effect of diversity in organizations.