Editorial: Paradoxes of diversity, equity and inclusion: from the lab to the social field
Toma, Claudia Boroş, Smaranda Popa-Roch, Maria
Toma, Claudia
Boroş, Smaranda
Popa-Roch, Maria
Publication Type
Journal article with impact factor
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Supervisor
Publication Year
2024
Journal
Frontiers in Psychology
Book
Publication Volume
15
Publication Issue
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Publication End page
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Abstract
Contemporary societies strive for multiculturalism and tolerance. To create conditions to reach this ideal, there should be a continuum between what the social actors are prepared for in school, the practices they encounter in the workplace, and the way they are welcomed (Roberson and Scott, 2024) and can contribute to the broader society. This continuum should be materialized in consistent conceptualizations and practices of diversity, equity, and inclusion (DEI) across educational, organizational, and societal contexts. However, what we see in practice (Post et al., 2021; Roberson, 2019) is fragmentation instead of continuum and consistency in focus and definition, with little dialogue between research and policy implementation and between research in educational and organizational environments. Inclusive education practices focus on students with special needs, with broader definitions of diversity being neglected. In organizations, the emphasis is mainly on diversity, inclusion and equity being more recent Research Topics and practices. Research conducted at the societal level addresses the comprehensive ideologies underlying diversity and inclusion (Konadu-Osei et al., 2023). This insufficient conceptualization within and across domains gives rise to the many paradoxes we see in the research and praxis of DEI.
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Keywords
32 Biomedical and Clinical Sciences, 52 Psychology