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The purpose of this paper is to investigate diversity conflict intersections and how the meanings of diversity markers such as gender and race might be transformed. It highlights the resources of South African women leaders in higher education institutions for doing so.

This study proceeds from a social constructivist perspective, seeking to uncover narrated conflict experiences via a hermeneutical approach.

Women leaders in South Africa experience diversity conflict across multiple intersecting diversity markers, such as gender, race, ethnicity and class. They are united by inner resources which, if utilized, might bring about transformation.

Intersectional approach to diversity conflict is a viable means for uncovering positive resources for transformation across intersecting diversity markers.

Practitioners wishing to overcome diversity conflict should identify positive resources across intersecting diversity markers. This way, organizations and individuals might bring about transformation.

In societal environment wherein one diversity marker is institutionalized on a structural level, such as race in South Africa, diversity conflict might be enlarged beyond its actual scope, thereby becoming insurmountable. This needs to be prevented.

This paper studies diversity conflict intersections in a highly diverse societal environment in organizations facing transformational challenges and from the perspective of women leaders.

Through an organizational case study approach, this paper seeks to describe the ongoing diversity initiative of a graduate school of social work (SSW). Organizational change is usually built around the activities of change agents or teams, who seek to bring about changes in human resources, systems, programs, and services.

Dreachlin's five‐stage model of organizational change (1999), including discovery, assessment, exploration, transformation, and revitalization, was used to analyze the strategic efforts to promote diversity within the SSW.

The final phase of Dreachlin's model, revitalization, has continued to renew and expand the diversity initiative. It is the responsibility of faculty and administrators to continue to develop, implement, monitor, and review the SSW's diversity efforts with regard to the practicum, curriculum, admissions, and climate issues.

Lessons learned during the past three years are discussed along with suggestions for other professional schools who are interested in implementing a multi‐faceted diversity initiative.

Public education in the United States is White, middle class, and urban/suburban normed. However, in the past decade, national population trends show an increase in minority populations, particularly in the southeastern United States. This trend has resulted in a cultural mismatch between teachers who are not trained in strategies that are responsive to the needs of a diverse student population. Novice teachers in a rural school district in eastern North Carolina participated in a study to examine the degree to which they were prepared to successfully interact with their culturally diverse student populations through the lens of culturally relevant classroom management (CRCM), based on their training at either historically White (HWIs) or Black (HBCUs) postsecondary institutions. As part of this larger study, we found that teachers trained at HWIs, although well-intentioned, enter the classroom far less prepared than their HBCU-trained counterparts. However, for both groups of novice teachers, intercultural interactions earlier in their lives seem to have a greater influence than institutional effects on effective, culturally relevant classroom management practices.

The purpose of this paper is to review the conference on “Teaching and Training Workplace Diversity: Best Practices and Research” held 13‐15 July 2007, on the campus of George Mason University, Fairfax, Virginia, USA.

This report highlights the conceptualization of the conference, its intended purpose, structure and participants, as well as specifics of the sessions offered for the benefit of the 56 conference attendees.

The essence of effective diversity management is to fully utilize all the human resources available and thereby to achieve the established purpose and associated goals and objectives. This conference in and of itself was a diversity management best practice, as its success largely depended on the active contribution of the participants.

The paper provides an original and interesting report of an atypical conference on diversity teaching and training, with a unique blend of offerings, which was effective in bringing together constituencies to affect attendees' performance of their respective roles. The positive post conference evaluations further confirmed that its structure indeed yielded a refreshing, intellectually stimulating experience for attendees.

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.

The research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.

The findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.

As schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.

The study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

This paper aims to advocate the need for educational leadership to understand and consider the immediate role and challenges associated with the unique values and characteristics of an age-diverse population and their impact on teaching and the facilitation of learning.

The paper draws on the review of the generational and diversity literatures and related organizational best practices to identify key definitions and empirical findings and to develop recommendations which can be deployed in future research and practice in different types of organizational settings.

This paper provides insights into how organizational leaders can promote a multicultural environment that leverages multi-generational differences. Also, the present study offers innovative pedagogical approaches that can help better prepare future business leaders for these challenges.

The study attempts to reignite the debate through a detailed review that describes the current understanding of generational differences among four generational cohorts. Given the research approach, the recommendations may lack generalizability.

This paper advocates the need to understand generational differences to manage the challenges associated with differences in attitudes, values and preferences regarding leadership, human resource practices and organizational change initiatives.

Organizations which create environments that are value-based and that support divergent views and values of each of the cohorts, create a positive outcome for both the organization and its employees.

This paper enhances knowledge and understanding at the theoretical and practical levels, enabling business leaders and faculty to gain insight regarding the generational differences and unique characteristics of four organizational workgroups – Veterans, Baby Boomers, Generation X and Generation Y.

The purpose of this paper is to explore the way in which diversity policies are represented to prospective employees on UK company web sites.

An analysis was conducted of the diversity pages and careers pages of the web sites of companies in the Times Top 20 Big Employers (2009) and Times Top 25 Big Employers (2010) lists; 28 web sites were studied. The analysis focused on the language that was used to describe diversity, the diversity strands that were represented and the images used.

The paper shows how most of these companies have sophisticated and comprehensive web sites that use the language of diversity and of the business case. Messages about diversity are embedded not just in the diversity pages but also reflected across the careers pages. Young women are used as the “face” of the company while older men are less visible. The message conveyed on many web sites is of the importance of shared values and acceptance of superficial differences.

The paper adds to research on discourses of diversity and the limitations of the business case, showing how diversity is valued, provided it can be accommodated within existing company culture.

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been widely discussed. This chapter presents findings from a self-study that examined practices aimed at preparing preservice teachers for linguistically and culturally diverse contexts through transformative intercultural learning. It exemplifies how Mezirow’s transformative learning theory can be put into practice by helping teacher educators reflect on their belief systems and practices. The findings show that disorienting dilemmas might challenge the validity of assumptions and lead to perspective transformation. It is evident that both teacher education process and intercultural learning share common ground in transformative learning. As researchers and educators continue to explore this relationship, particularly though self-study, it will lead to many insights about educational practice that is critical in a time of increasing diversity locally and possibilities for teaching and learning globally.

The aim of this study is to investigate achievement profiles in mathematics when integers are taught in a learning study in grade three (to children 8–9 years old) and to explore to what extent students with such profiles participate in inclusive teaching and learning practices.

Data from a previous learning study are re-analysed, supported by a framework that enables the investigation of inclusive practices. In the present study, inclusion and achievement are viewed as interrelated, meaning that student achievement must be incorporated in the definition of inclusion. The analysis is based on documentation of a video-recorded lesson and on identical tests conducted before and after the lesson.

The general framing of the learning study indicates an inclusive practice, while pre- and post-test achievement together with data from the lesson reveal a mixed picture concerning student achievement and inclusion. The analysis of the pre- and post-test results for the 16 students in the class indicates considerable diversity in student achievement, resulting in four achievement profiles. The main conclusion is that some students gained from participating in the learning study lesson while others did not. The extensive analysis of four students' participation, one for each profile, shows that differences in student achievement are related to the extent to which students participate in inclusive teaching and learning practices.

While previous research on learning studies has mainly considered average student achievement, this study focuses on individual variation in achievement and the reasons for it, a matter largely neglected in previous learning study research.