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Examining the Impact of Workplace Diversity, Equity, and Inclusion Programs on Marginalized Groups: A Focus on LGBTQIA Employees
Full text linkResearch Focus. The research aims to understand the experience of LGBTQIA individuals in the workplace and identify strategies for promoting their inclusion. The study will draw on prior research and best practices for promoting the inclusion of individuals in the workplace to contribute to the development of more inclusive work environments that benefit both employees and organizations. Examining the impact of workplace diversity, equity, and inclusion (DEI) on marginalized groups, the question to be answered is: What are the impacts of diversity, equity, and inclusion DEI initiatives in the workplace, and how can organizations create more equitable and inclusive environments? This question is important because research has shown that organizations prioritizing DEI are more likely to attract and retain a diverse consumer and employee base, increase employee productivity and creativity, and improve overall organizational performance. Additionally, DEI initiatives are crucial for promoting social justice and equal treatment for all employees, regardless of their background or identity. Hays-Thomas and Bendick\u27s (2013) findings show that most DEI programs lack evidence of effectiveness despite their emphasis on diversity and inclusion. The practical implications of this research are significant, as it can guide organizations in developing effective DEI initiatives that truly promote inclusion and equity.
Research Methods. This study employs a unique qualitative design, utilizing narrative inquiry as the primary research method to explore the experiences of LGBTQIA employees within a Fortune 200 company that prioritizes DEI. The participant selection was purposeful and comprised of 12 LGBTQIA employees with diverse sexual orientations, genders, races, ethnicities, ages, backgrounds, roles, and tenures. In-depth interviews, guided by structured prompts, were conducted to gather rich narratives of the participants’ experiences from the onset of their careers to the organization’s recent emphasis on DEI. The analysis process involved transcribing and meticulously coding the data to uncover ‘Insightful Echoes’ – thematic patterns that reveal deep insights into participant experiences. These echoes were synthesized into ‘Experiential Themes,’ which provide a nuanced understanding of the participants’ perspectives. This approach ensures that the findings are grounded in the participants\u27 lived experiences, offering a comprehensive view of how DEI initiatives impact marginalized groups in the workplace.
Insightful Echoes and Experiential Themes. The insights of the study reveal that LGBTQIA employees perceived the organization’s DEI efforts as a sudden cultural shift rather than a gradual evolution. While some participants viewed these initiatives positively, others saw them as performative actions meant to bolster the organization’s public image rather than genuine efforts to foster inclusivity. The study uncovered several ‘Experiential Themes,’ including the tension between public DEI commitments and internal cultural resistance, the courage required for workplace authenticity, and the ongoing reality of microaggressions and discrimination. These themes reflect the complex and sometimes contradictory impacts of DEI programs on LGBTQIA employees, underscoring the urgent need for more genuine and sustained efforts to create an inclusive workplace.
Conclusions and Implications for DEI Initiatives. The study concludes that while DEI programs can create a more secure environment for LGBTQIA employees to express their authentic selves, significant challenges remain. These challenges include cultural resistance within the organization and the slow pace of change. The insights emphasize the importance of persistently addressing these barriers to create genuinely inclusive workplaces. The research also introduces the Holistic Identity Integration Model (HIIM), which provides a theoretical framework for understanding and addressing these challenges. Furthermore, the research suggests that organizations must navigate the intersection of Critical Race Theory (CRT) and DEI initiatives to stay relevant and responsive to societal changes. The study’s insights, particularly those captured through the ‘Insightful Echoes’ framework, provide valuable guidance for improving DEI programs to better support marginalized groups
Exploration of Teachers’ Opinions Regarding the Instructional and Extracurricular Activities to Develop Transformational Leadership Qualities in Middle and Secondary School Students in Saudi Arabia
Full text linkResearch Focus. The purpose of the current study was to examine the opinions of KSA teachers regarding the appropriate instructional, extra-curricular, and understanding activities that pertain to the development of leadership, social skills, and personal traits of KSA secondary school students.
Research Methods. This study employed a qualitative, case study research design as an exploratory method of analyzing how transformational leadership principles could be the central organizing principle reorganizing the Kingdom of Saudi Arabia (KSA) public school system by 2030. A purposive sample of 18 active secondary school participants were recruited from a population of teachers in middle and secondary schools in Riyadh, Saudi Arabia. Data was collected by telephone survey and organized, coded, and analyzed using Bass transformational theory (Bass (1998) and Poutiatine’s (2009) nine principles of transformational leadership guidelines.
Research Results/Findings. Findings were two-thirds of leadership qualities in the form of personal traits are taught at home by parents, siblings, friends, and self-teaching; and only one-third of leadership qualities in the form of social skills can be taught in instructional courses in middle and secondary school education assuming current school curriculum guidelines that may be changing.
Conclusions from Research. These findings potentially imply that if leadership is to be taken seriously as a singular organizing principle of KSA early childhood education, significant structural changes in early education curricula will likely also have to change potentially along with a realignment of qualified teaching staff. For example, it may be possible to include more personal trait leadership training within the context of instruction training curricula for social skills just as it may be possible to add personal leadership training with the context of other non-leadership classes without having to change curricula, just by slightly modifying course content with the awareness that leadership personal trait leadership training is important to include wherever it can be easily added. What this study has revealed is a school system in transition, not quite transformed yet, but mindful of what may be coming soon and what might need to be changed to more closely fulfill KSA’s national objectives. Clearly, although potentially disruptive, changes can be made to both curricula, staffing, recruitment, internalizing extracurricular activities or forming linkages with external organizations that may provide helpful extracurricular activities, and relationships between parent-teacher interactions to integrate more closely leadership training in both the home and the school. Recommendations suggested including social skills and personal trait leadership training beginning in primary school and concentrating most of the training in primary and middle schools because of the greater receptivity of younger students. Other suggestions were retooling instructional courses to include more personal trait leadership opportunities for student learning. Also suggested were integrating more extracurricular leadership experience personal trait and social skills training of students into more school programs such as radio stations, private corporations, community organizations, and institutions
Development Projects, Displacement, and Their Impact on the Deterioration of Indigenous Language and Culture: The Role of Women in Preserving the Nubian Language
Full text linkIntroduction: My study aimed to explore the phenomenon of the deterioration of culture and language in an indigenous population due to the establishment of large development projects. I focused on the historical displacement and forced relocation faced by the Nubian population in Egypt as an example. My study highlighted the role of women in preserving the Nubian language. I used Interpretive Phenomenological Analysis (IPA) as an approach to explore the shared lived experiences and strategies that Nubian women have used to persist in their culture and language after forced displacement.
Context: Nubian women are the children’s main resource for learning Nubian culture and language (Khalil, 2020). The burden of raising children and teaching them language and culture lies only on women in developing countries (Ginsburg, et al., 2017). North African and Middle Eastern women are more affected by the consequences of development projects and the construction of large dams. Women are usually at the frontline of crises in the developing world, and they have been most severely affected, bearing the greatest responsibility for adjusting their lives to ensure family stability and to overcome crises such as relocating or resettlement (Sikka, 2021).
Research Problem: The research problem in my study is a combination of a major phenomenon, which is the deterioration of Nubian culture and language, and four related issues: marginalization of the indigenous population, resettlement impact, women’s challenges in maintaining language and culture, and children lacking connection to their Nubian heritage. The study was conducted in “Dahmeet,” a Nubian Village in Kom Ombo, Egypt. I conducted 21 individual and focus group meetings through Zoom. My findings are built on the feminism theory of the Women In Development approach - WID for Escobar, and the critical race theory; Educating the Poor for Paulo Freire.
Results: The result of my study produced the following findings: Nubians were exposed to many cultural challenges and deeper social shifts, such as forced assimilation and scattering. The original distinctive ecology of Nubia was erased as the communities moved further away from the river. Social features and customs that were unique to that relationship were destroyed. When the river and related green surroundings were removed from Nubians’ daily lives, the social behaviors centered on such an environment vanished (Gabr, 2017). Resettlement exacerbated poverty in the already impoverished Nubian community in general, and the relocation prevented Nubian women from being partner breadwinners of their families as in old Nubia. Women\u27s role in farming diminished following relocation due to the distance between their homes and agricultural land. I concluded that Nubian women, after the establishment of the Aswan High Dam, bore the biggest burden in terms of adapting to the new life.
Reflection: My experience during the research was unique. Having a group of indigenous women agree to be interviewed online was challenging but rewarding. Some participants expressed shyness by laughing and hiding their faces, especially those who wore the Niqab. However, some showed courage and eagerness to share, particularly the older and more educated among my participants. The impact of the interviews on my previous knowledge about Nubians made me believe more in the Nubian cause and solidified my beliefs and determination to address their situation. I also corrected some of my knowledge about Nubians, such as their way of dressing, spoken language, and the representation of the Nubian image in Egyptian mainstream media
Headache and Vision Loss as Initial Symptoms for an Acute Invasive Rhino-orbital-cerebral Mucormycosis
Full text linkBackground: Acute invasive rhino-orbital-cerebral mucormycosis (ROCM) is a rare fungal infection commonly caused by Rhizopus species. It occurs in immune- compromised individuals who have acquired immune deficiency syndrome (AIDS), leukemia, uncontrolled diabetes mellitus, or organ transplant patients who are on immunosuppressive therapy. Diagnosing invasive ROCM is challenging because its clinical presentation can be nonspecific, and it is not frequently observed in ophthalmic practices. Case Report: A 66-year-old Hispanic male with poorly controlled diabetes mellitus presented with the complaint of severe headache and retrobulbar pain in the right eye. An ophthalmic examination revealed normal ocular health in both eyes. Computerized tomography scan showed mild inflammatory mucosal thickening in the sinuses. Initially, he was diagnosed and treated for giant cell arteritis. The patient’s vision deteriorated to no light perception in the right eye with persistent 10 out of 10 headache and eye pain despite various treatments. Further evaluation revealed ROCM involving the sphenoid sinus. This was confirmed by a positive smear and culture of Rhizopus species from the sinus and from the patient’s symptoms improving with antifungal treatment. Conclusion: Sphenoid sinusitis is an unusual site of involvement with ROCM. The absence of nasal drainage adds to the difficulty of diagnosis without contrast imaging. Although rare, acute invasive ROCM should always be considered in any uncontrolled diabetic or immunosuppressed patient with acute headache and vision loss
Herpes Simplex Keratitis after PRK
Full text linkBackground: Herpes simplex virus (HSV) is a double stranded DNA virus that infects much of the world’s population. The World Health Organization estimates 67% of people under the age of 50 have HSV-1 and 11% of people under the age of 50 have HSV-2. While most systemic infections remain inactive and do not cause symptoms, the activation and appearance of ocular HSV can be a destructive and vision-threatening issue. HSV keratitis can be epithelial, stromal or a combination. Patients who have recently undergone photorefractive keratectomy (PRK) have a higher risk of HSV keratitis. Because of this, HSV keratitis should be considered in any PRK post-op patient that presents with unusual signs and symptoms such as decreased vision, increased IOPs, ocular pain, photophobia, iritis and corneal haze. When diagnosed in a timely manner, the prognosis is generally favorable. Current treatments for HSV keratitis include antiviral coverage as well as immunosuppression with topical steroids. Case Report: This case involves a patient that developed HSV keratitis while on topical steroid therapy following PRK. The weeks following the initial presentation were spent battling corneal haze, iritis, pain, increased IOPs and decreased visual acuity. After close monitoring and treatment changes based on each clinical presentation, the patient recovered with good vision and minimal corneal scarring. The findings and recommended treatment options are discussed. Conclusion: HSV affects much of the world’s population. Reactivation of the latent virus can lead to vision threatening corneal disease. HSV is capable of causing inflammation and pathology throughout most of the anterior segment of the eye, and therefore should be considered when managing any new or recalcitrant anterior pathology. Although the diagnosis is usually clinical, laboratory testing can be used to confirm a diagnosis. Treatment aims to decrease the viral load and to limit stromal scarring
Excellence Summit 2024
Full text linkIn it\u27s 17th year, the University of the Incarnate Word, welcome all to read and review the proceedings of the annual research week. The 2024 Excellence Summit highlighted academic excellence across all schools featuring topics from nutrition studies to soil amendments, artificial intelligence, medical case studies, and music composition studies. The rich mixture of humanities, health sciences, physical sciences, education, and business can be found in this booklet. We thank all that contributed to these works and hope the community enjoys learning from today\u27s and tomorrow\u27s leaders in research, inquiry, and scholarship
Spectacles of Security: Deconstructing Visual Narratives of Operation Lone Star
Full text linkOperation Lone Star was a border security initiative launched by Texas Governor Greg Abbott in March 2021. Serving as the intermediary between the military and the public, the Texas Military Department\u27s YouTube channel, TMD Operation Lone Star, produced news-style short digital videos aimed at documenting and promoting increased security along the U.S.-Mexican border. Drawing on Peter Andreas\u27s (2022) concept of the border as a symbolically manipulated site, this study deconstructed these videos to analyze the visual strategies employed in depicting the migrant crisis as a threat to the United States. Through an examination of thematic categories such as massification, separation, and individualization, this research aimed to elucidate how migrants were portrayed in the media under Operation Lone Star. After analyzing the visual artifacts, I argued that these videos not only framed refugees as potential threats to national sovereignty but also normalized the militarization of the border. Moreover, ethical considerations surrounding the deliberate construction of border spectacles and media representations of refugees were discussed. In conclusion, I provided recommendations for further ethical deliberations concerning the portrayal of refugees in the media. Ultimately, this project sought to understand the underlying ideology propagated by the Texas government and military, redirecting attention to the root causes of the crises, namely poverty and violence resulting from the spread of neoliberalism in Latin America during the latter half of the 20th century
Physiological Positioning and Its Effects on Seated vs. Standing Workers
Full text linkIn the digital era, distractions in the working environment significantly impede professionals’ ability to maintain attention during the workday. Recent studies underscore the benefits of adjustable desks that allow for transitions between sitting and standing, highlighting improvements in workers’ physical and psychological health. Specifically, it has been noted that standing enhances cognitive function, focus, and mental acuity while alleviating stress. Despite these insights, research has yet to systematically explore the impact of standing while working on attentional performance. Moreover, the effect of standing while working may vary between on-site and remote working environments due to differences in ambient distractions. This quasi-experimental, quantitative study draws on ecological theory to examine the relationship between working posture and attentional performance among fully remote versus fully on-site professionals. Employing a purposive sample of 100 professional workers, participants completed the Testmybrain.org Digital Neuropsychology Toolkit Gradual Onset Performance Task (TMB DNT GradCPT) online and a survey after working for one hour in either a seated or standing position. The findings revealed that working posture significantly affects attention span and cognitive performance among remote workers but not among their on-site counterparts. Although working posture influenced attentional performance metrics, work location did not moderate this effect. Notably, sitting was associated with a higher incidence of commission errors, fewer omission errors, and greater accuracy, albeit with lower overall attention test scores. The study concludes with recommendations for further research in this domain
Ocular Myasthenia Gravis; a Case Report
Full text linkAbstract
Background: Myasthenia gravis (MG) is an autoimmune disease disorder that affects the skeletal muscles causing increased fatigability and weakness. When it affects the ocular muscles only, it is known as ocular myasthenia gravis (OMG). Patients with OMG will often have symptoms of diplopia and ptosis, which will be worse towards the end of the day. This case report will discuss the common symptoms of OMG as well as the appropriate treatment and management. It will also review the diagnostic tests used to aid in the diagnosis of OMG and discuss the prognosis of OMG. Case Report: A 67-year-old male presented with a chief complaint of diplopia that was variable throughout the day. Additionally, he complained that his left eyelid was drooping. Clinical examination revealed a mild ptosis of the left eye and right adduction deficit. An MRI/MRA of the head and orbits was ordered, along with a myasthenia panel. His MRI and MRA were unremarkable, and he tested negative for acetylcholine receptor antibodies. A neurologic exam was completed, and the patient was diagnosed with late-onset, triple antibody negative, ocular myasthenia gravis. His symptoms improved once he was placed on prednisone. Conclusion: When a patient presents with pupil-sparing, painless, diplopia, ptosis or ophthalmoloplegia, OMG should always be considered. While the diagnosis relies heavily on history and physical examination, serologic, radiographic, and electrophysiologic testing are used to support the diagnosis. First line treatment for patients with OMG is pyridostigmine; however, patients will often require corticosteroids. Some may continue to have diplopia or ptosis even with maximal medical therapy. When this occurs, prism or surgery is an option. The prognosis for OMG is good with most patients reaching remission
Examining Social and Academic Integration of International Students from Saudi Arabia and Mexico Attending Universities in the United States
Full text linkThis study examined the problems and challenges of social and academic integration in U.S. higher education institutions for Saudi Arabian and Mexican undergraduate international students. The purpose of this quantitative, cross-sectional, descriptive, and causal-comparative study was to examine the relationship among (a) demographic variables (i.e., age, gender, education, marital status, nationality, and previous academic performance), (b) academic integration, (c) social integration, and (d) intent to drop out among Saudi and Mexican students studying at U.S. colleges and universities. In addition, the study compared whether Saudi and Mexican female students were less integrated academically and socially than their male counterparts. Previous studies examined the challenges of social and academic integration for domestic and international university students in the United States. (Al-Dayel, 2018; Stadtfeld et al., 2019). Additionally, previous research has focused on understanding how social and academic integration challenges affected international students from specific nations or territories (Arambewela & Hall, 2009). However, this prior research focused on one nationality of international students rather than comparing multiple nationalities. Limited studies have compared the challenges in social and academic integration for different nationalities of international students attending U.S. institutions to determine if social and academic integration may affect students from various countries differently. Thus, this study fills a gap in the literature by comparing sample groups of Saudi Arabian and Mexican international students who attend universities in the United States and their experiences in connection to social and academic integration challenges. The research questions explored whether or not the independent variables were associated with academic and social integration scores and if social and academic integration predict students\u27 intent to drop out among Saudi and Mexican students. The researcher sought to understand if academic and social integration moderated relationships between demographic variables and dropout intentions. These questions were important because of the increasing economic importance of integrating international students into the U.S. higher educational system (Baer, 2017; Cong, 2017). Colleges and universities in America benefit when they safeguard the retention of their international students. This study provides insight into factors that influence international students\u27 experiences. The data collection method was a quantitative, self-administered web-based survey sent to Saudi and Mexican international students in U.S. universities. The survey consisted of a demographic questionnaire, two subscales measuring academic and social integration, and a scale measuring dropout intention. Other researchers validated all scales and subscales and were also examined for reliability in this study using Cronbach\u27s alpha and showed acceptable reliability scores. Data analysis included descriptive statistics, independent samples t-tests, and multiple linear regressions. The findings indicate age was the only variable statistically significant and was negatively associated with academic integration, not social integration, and this was only true for Saudi students. Notably, there was not a statistically significant association between other demographic variables and social or academic integration for Saudi or Mexican undergraduate students in this study. Further, there was no statistically significant relationship between academic and social integration and intent to drop out in the sample of Saudi students. Conversely, there was a statistically significant relationship between academic and social integration and student intent to drop out in the Mexican student sample. Additionally, there was a statistically significant relationship between nationality and academic integration, where Mexican students had higher levels of academic integration than Saudi students. This study used Tinto\u27s (1993) model of integration to examine Saudi and Mexican undergraduate students. Key demographic variables, such as age, gender, years living in the U.S., marital status, and previous academic performance, do not lead to social and academic integration, higher performances, and lower dropout intention. These findings suggest that other more complex factors—not accounted for in the Tinto model—could play a role in these relationships. For example, more expansive social change variables should be integrated into the model to capture the complexity among Saudi and Mexican international students studying in U.S. higher educational institutions. It is an area where future study may better identify independent variables more specific to the populations or consider social integration outcomes within other contexts for international students (including perhaps graduate-level learners). The social changes occurring among Saudi and Mexican students were more homogeneous than divergent, and the integration experiences between the two groups were more similar than the hypotheses suggested. This result indicated that American universities in this sample may have been more responsive than hypothesized in their efforts to integrate international students at their institutions