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This study aims to understand the impact of a pilot of the actions against racism (AAR) intervention, aimed at enhancing educators’ multicultural efficacy and attitudes in a mid-Atlantic K-8 charter school.

AAR included eight sessions delivered over one school year. Experienced facilitators led these sessions, focusing on combating racism, prejudice and discrimination. Of the 84 school staff, 56 completed a baseline survey and 33 completed a postintervention survey.

Paired sample t-tests revealed a significant increase in multicultural attitudes, t(29) = 2.55, p = 0.016, whereas the increase in multicultural efficacy was not significant, t(28) = 1.93, p = 0.063. The authors examined cultural and emotional intelligence as moderators of the intervention’s impact. Higher baseline cognitive reappraisal scores (an indicator of emotional intelligence) were linked to a larger increase in multicultural efficacy from pre- to postintervention, B = −0.59, t (27) = −2.20, p = 0.037. The number of sessions attended was unrelated to the intervention’s impact.

This study was a single-site, uncontrolled pilot of AAR with a small sample size. Further research in additional settings with appropriately powered samples is needed to validate these results and extend findings to examine the impact of AAR on the student experience.

The study demonstrates the promising potential of AAR in improving teachers' multicultural attitudes and efficacy. Exploratory findings highlight the role of cognitive reappraisal in enhancing multicultural efficacy, contributing valuable insights for designing effective teacher training programs. This research supports the implementation of critical, identity-centered and asset-based pedagogies in education.

The article examines the differences in the reception of international and Indigenous students to understand the challenges faced by the first students who identified as Indigenous, and to improve understanding of the 1950s, a pivotal decade in the development of university culture.

Drawing on archival sources and contemporary student magazines and newspapers, this article contrasts the attitudes towards international and Indigenous students at the University of Melbourne during the 1950s. It uses these populations to show that the idea of friendship specific to the populations of students and staff in the 20th century could both include and exclude groups within society.

The article shows that while students embraced the cultures of countries in Asia, and made friends with students who came to Australia to study, Indigenous students were less well received. This issue is explored in the context of the ongoing, earnest fundraising for scholarships for Indigenous students, and both the support and the backlash this engendered.

The article focuses on the University of Melbourne, which established the Aboriginal Scholarships committee, and where the first Indigenous student graduated, but more work is needed to understand parallels elsewhere.

The article has implications for understanding the way in which university communities embrace outsiders and adapt to foreign cultures. It also sheds light on intolerance, informing approaches to respond to these issues today.

The article reveals the many challenges faced by the first Indigenous students during the 1950s, the time when university education first became a priority. In this it helps to understand that the slow increase of numbers was not only caused by external factors but also originated within the academy.

This article makes a contribution to understanding the differences between the increasing acceptance in Australian universities of international students from Asia and the persistent resistance to accepting Indigenous Australian students.

This paper discusses the problems of gender equality in society, the workplace and the household in the specific context of India. It explicates the past and the present gender diversity initiatives by government machinery to bring gender equality through affirmative action.

The design, methodology and approach involve a general review.

Developed countries have taken initiatives for gender equality almost in the pre-20th century and were partially successful. Despite gender diversity and affirmative action and legislation, bias still prevails in varied forms. In the case of India, the movement for gender equality started post-independence (1947). Still, there is a high disparity between men and women in society as well as in various occupations, as it is evident through a huge difference in salary, responsibilities, perquisites, recognition and promotions offered to men and women. India needs more transformation in the culture, statutory bodies and the mindset of patriarchal societies, to achieve gender equality. The legislative changes have faced resistance in their implementation due to social, cultural and religious issues, and the expectations and perceptions toward females have not been changed by the patriarchal society.

This paper deciphers the gender equality movement in developing countries like India, and how the planning commission of India focuses on women’s development and government machinery tries to bring down the gender gap through affirmative action. Why, in spite of all these efforts, India is not able to minimize the gender gap and concludes with reasons and implications.

Pregnant employees experience considerable interpersonal discrimination. This study explores the range of possible reactions of observers to pregnancy self-disclosure, interpersonal discrimination and various allyship interventions, and the attentional processes that lead to those reactions. Consequently, it uncovers socio-cognitive processes underlying support for and backlash toward pregnancy in the workplace.

This study used a thought-listing technique to explore observers’ spontaneous thoughts related to pregnancy. Working adults were randomly assigned to read through one of the six scenarios depicting pregnancy self-disclosure, interpersonal discrimination and male allyship interventions (i.e. stating the organization’s anti-discrimination policy, confronting the transgressor by calling out sexism, pivoting the conversation to highlight the strengths of the pregnant employee and a hybrid intervention combining highlighting strengths and confrontation) after which participants listed the top three thoughts that came to their mind (1,668 responses). Responses were thematically analyzed to explore spontaneous reactions toward the pregnant employee, transgressor and ally in the scenario.

Surprisingly, across all scenarios, the most sexist thoughts emerged during pregnancy self-disclosure, even in the absence of any transgression. After a transgression occurred, any allyship intervention was better than none in eliciting lesser sexist backlash against the pregnant employee. Stating the organization’s anti-discrimination policy was most beneficial for the pregnant employee in eliciting the least sexist backlash but at the cost of generating unfavorable impressions of the ally. Calling out the transgressor’s bias elicited the most sexist backlash toward the pregnant employee, yet it created favorable impressions of the ally. In contrast, highlighting the strengths of the pregnant employee created the most favorable impression of the ally while eliciting a few sexist thoughts about the pregnant employee. Overall, the hybrid intervention was the most effective at balancing the competing goals of generating support for the pregnant employee, creating favorable impressions of the ally, as well as holding the transgressor accountable.

This study demonstrates that the type of allyship intervention critically redirects the attentional focus of observers to certain aspects of a discrimination episode and relevant schemas which can generate support or backlash toward targets, transgressors and allies, thereby advancing or obstructing equity and inclusion in organizations.

This study aims to investigate the effects of candidates' perceptions of cybervetting – the evaluation of social media profiles by employers – on the perceived attractiveness and prestige of organizations and the role of gender as a moderator in these relationships. Three perceptions – perceived injustice, privacy invasion and surface validity – are used to evaluate candidates' attitudes about cybervetting.

The sample is comprised of third- and fourth-year undergraduate students at a university in Ankara, Türkiye. A survey technique was used to collect research data. The survey form was prepared on an online platform.

Survey results revealed that negative perceptions of cybervetting significantly affected perceived organizational attractiveness, prestige and intention to pursue the organization. Still, no significant difference was found between the women and men groups in this effect. Men candidates are more concerned about the validity and fairness of cybervetting.

The research's findings are anticipated to shed significant light on how cybervetting is conceptualized, specifically whether feelings of injustice, privacy invasion and validity constitute core components of cybervetting. Besides, the findings are expected to reveal whether candidates' attitudes toward cybervetting affect their perceptions regarding the general attractiveness and prestige of the organizations.

Human Resource Management (HRM) is a critical organizational function, which has continued to evolve. We aim to explore how different HRM will be in the workplace of the future and why, from both strategic and practical perspectives. We present and discuss core HRM practices, such as recruitment, selection and training, as well as peripheral activities, such as monitoring health and safety, and diversity management, reflecting on how they may transform in the workplace of the future.

This is a conceptual thought piece, building on the Substitution, Augmentation, Modification and Redefinition (SAMR) model, to offer a futuristic view of HRM in the era of AI.

Discussing the contemporary challenges of Artificial Intelligence, which we predict will lead to what we term Cyborging HRM.

This study can help HR managers and practitioners to be prepared for AI-embedded HRM systems in the future. For academics, it offers an innovative framework to establish future writing on HRM in the AI era.

AI is pushing HRM and the profession will have to undergo a revolutionary rather than evolutionary transformation in order to remain a necessary and valuable function for organizations. Our elaboration of the SAMR model and suggested implications for the future transformation of HRM should be worthwhile to organizations, management and the wider society.

The study aims to estimate wage models controlled for sample selection bias and apply the traditional Blinder–Oaxaca decomposition to examine the gender wage gap.

This research provides new evidence concerning the drivers of the gender pay gap for highly educated workers in Spain.

The results show the existence of empirical evidence about the presence of the gender wage gap among tertiary-educated workers. An interesting conclusion is that holding a master’s degree has a positive impact since it diminishes the unexplained component of the gender pay gap.

The survey used only analyses the labour insertion of tertiary-educated workers and its temporal scope does not allow us to examine the evolution of the gender wage gap throughout their careers.

The findings indicate that there is room for the implementation of policies aimed at diminishing gender inequality in the labour market even for highly educated workers, which could complement the current Spanish labour legislation regulating the gender pay gap in firms.

This paper bridges two bodies of the economic literature: human capital returns and the gender wage gap. The data used represent a contribution to the economic literature.

Organizational diversity training is designed to enhance employees' skills and competencies regarding diversity and its management. The question of its effectiveness, and the conditions under which it thrives, remains a matter of debate. Unlike previous studies that have predominantly focused on the perspective of training participants, this study shifts the lens to the viewpoints of diversity training providers in Germany – a country where the formal requirement for diversity management was implemented relatively recently. The primary objective is to ascertain the critical factors influencing training effectiveness from the providers' perspective.

This research draws upon case studies based on document analysis and qualitative interviews with diversity training providers across Germany.

The investigation reveals that the effectiveness of diversity training, as perceived by providers, hinges on several key factors: the organizational environment (including the widespread recognition of diversity issues and the presence of an organizational diversity framework), the attributes of diversity trainers (notably their personal familiarity with diversity) and the setting and design of the training (such as venue, duration and a blend of instructional approaches). A notable barrier to achieving effective training outcomes is the lack of supportive conditions within client companies, exemplified by limited training budgets, which impedes the accurate assessment of training effectiveness.

This study marks a novel contribution to the field by explicitly focusing on the perspective of diversity training providers in Germany. It provides new insights into the importance of the organizational context surrounding diversity education within the private sector.

This study aims to investigate the importance of lifelong learning in cultivating competent human capital, fostering long-term career sustainability and promoting gender equality in Bangladesh.

This study has used a qualitative research methodology with inductive reasoning. The researchers used purposive sampling to conduct semi-structured interviews with 34 male and female students at the graduate and undergraduate levels, in addition to six stakeholders. This research is grounded in the theoretical frameworks of human capital development theory and gender and development theory.

The results suggest that there exists a positive correlation between lifelong learning, sustainable career development and gender equality in the context of Bangladesh. Successfully executing strategies might also play a significant role in attaining Bangladesh’s sustainable development goals (SDGs).

Educational curriculum reform within institutions is urgently needed, necessitating the active involvement and influential contributions of actors and stakeholders. Implementing lifelong learning must also align with gender equality and SDGs.

This study addresses a significant gap in the existing literature by offering insights into the relationship between lifelong learning, career sustainability and gender equality within the specific context of Bangladesh. This study provides valuable contributions to scholars, stakeholders and policymakers while establishing a foundation for future research endeavors.

There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.

Adapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.

BIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.

The findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.