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Black women face unique and harmful biases because of their intersecting and multiple marginalized identities, which are different from those experienced by Black men and White women (Crenshaw in s. Cal. l. Rev., 65, 1467., 1991). As organizations work to create more inclusive environments for minoritized employees, it is important to test effective messaging and identity-safe cues (i.e., cues that enhance feelings of identity acceptance) for Black women. In the current research, we investigate a new identity-safe cue — in-group organizational endorsement. This technique involves two components: (a) learning about the successful experiences of a former Black female employee and (b) a persuasive message asserting that out-group employees can be supportive role models and mentors within the organization. In a pilot experiment (N = 182) and Study 1 (N = 236), Black female participants were more likely to believe role models and mentors can have different identities, to anticipate more identity-safety, and to have higher attraction to an organization that was endorsed by a former Black female employee compared to a White woman employee. Study 2 (N = 214) further demonstrated that in-group organizational endorsement was effective among Black female students early in their college career. Relative to a control group, Black female students in their 1st – 3rd year who received the in-group endorsement intervention indicated higher identity-safety at their university and were more likely to pursue professional interactions with out-group members. For institutions that are actively working to promote inclusivity and pro-diversity norms among their employees, in-group organizational endorsement is one effective identity-safety signal for communicating such environments. [ABSTRACT FROM AUTHOR]

The challenge of designing universal access to knowledge demands considerations on multi-device interaction. A systematic review of inclusive environments built from multiple devices was conducted based on studies published during the period of 2002-2013. The search strategy combined manual and automatic searches from which 8889 studies were identified; 34 studies were found proposing software tools for building multi-device inclusive environments (0.38 % of the original sample). Thus, this study analyzes the ways academic and industrial communities have developed tools for building inclusive environments. The main findings of this review are: (1) an urgent need for the recognition of accessibility as an important non-functional requirement; (2) a need for taking into account the social conditions of users, such as illiteracy and people living in underserved communities; and (3) the identification of new research questions in the context of multi-device inclusive environments. [ABSTRACT FROM AUTHOR]

In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources. [ABSTRACT FROM AUTHOR]