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For centuries, Africans migrated to India in different phases resulting in a significant presence of the African diaspora in this country. The term "African diaspora" gained currency only in the mid-nineteenth century in connection with the study of the people of African origin dispersed all over the world. But in countries like India, the African presence dates as far back as the period of the Indian Ocean slave trade. Historically, India and Africa have shared cordial political and economic relations. Their shared history of anti-colonial struggle, the mutual reverence for political leaders like Mahatma Gandhi and Nelson Mandela, and India's support for postapartheid South Africa might indicate the peaceful coexistence of Indians and Africans in present-day India. But the on the ground reality hits differently, as depicted in "The Shade of You" by Anushree Majumdar, published in Eleven Ways to Love: Essays by Penguin India. Majumdar thinks herself a modern and enlightened woman until she gets into a relationship with Bryan Ochieng, a Kenyan studying in Delhi. As she gradually explores her relationship with Bryan, she comes to know about different aspects of racism that the African diaspora faces in Delhi in a more intimate way. Getting mocked and ridiculed for dating a black man in the public space makes her critique the racist attitude of her fellow Delhiites. She realizes that Indians have deeply internalized the colonial legacy of racism and colorism. She understands that, since our very childhood, we embrace a culture informed by racist ideology unconsciously. Indians are satisfied with the tokenist acceptance of black culture by celebrating black footballers and pop artists, but they would never let African diasporic people come closer as family and friends. This mindset has sufficiently exoticized and otherized Africans in India. Her proximity to Bryan reveals to her how ignorant she has been about Bryan's culture despite her love of selective parts of Kenyan culture. The presence of Bryan and his Kenyan friends in her life offers her moments of self-reflexivity. She comes to question how much she has been able to unlearn her racial prejudices, and the answer forces her to confront an aspect of her race-intolerant subjectivity so far buried under her conscious race-sensitive self. Her self-realization makes her feel uncomfortable and apologetic. She feels that the self-realization that has dawned upon her is not enough to help her in the unlearning process overnight. She fails to maintain a long-term relationship with Bryan given their seemingly unbridgeable cultural gap at that point in time. But Bryan's entry into her life marks the beginning of her anti-racism journey in the true sense of the term and it continues. Years later, she finds that she has become a better version of herself who is no longer troubled by the hidden guilt and shame associated with her relationship with an African. [ABSTRACT FROM AUTHOR]

Two competing approaches dominate student leadership literature: student representation consisting of elected student governments, and student partnerships consisting of appointed students working closely with educational leaders. This article responds to critiques of student representation outlined in Matthews and Dollinger's (Higher Education, 2022) article in Higher Education and reframes the student representation-student partnership dichotomy within the context of power relations in education systems. An interdisciplinary critique of student partnership approaches is provided to demonstrate that they inherently risk corruption, patronage, tokenism, and ageism, drawing from definitions and studies pertaining to these terms in political science and social psychology. Populism scholarship is applied to student representation contexts to illustrate how student representation in itself is not problematic but rather how it has been implemented, and that populism in student representation can be reduced through liberal democratic safeguards that improve effectiveness, equity, and inclusion. A case is made about the importance of students having structural power within education decision-making instead of relying on the informality some student partnership approaches support. A framework to measure student power is provided by adapting Roger Hart's Ladder of Children's Participation theory to higher education contexts, so all student voice approaches plus their hybrids and subtypes can be evaluated comparatively. [ABSTRACT FROM AUTHOR]

The past decade has seen an increasing number of diversity initiatives undertaken by brands in an attempt to connect with consumers. While audiences view some initiatives positively, some evoke controversy or backlash, indicating that they have not been successful. Without clear research-based directions for designing diversity initiatives though, marketers continue to struggle. Therefore, this article proposes a framework of how diversity initiatives might achieve success through audience connectedness. The framework includes three characteristics of such initiatives: the marketer's approach to diversity, the audiences' perception of diversity, and the level of belief congruence. When all three factors converge, diversity initiatives can evoke a sense of audience connectedness. Through leveraging audience connectedness, marketers can devise and achieve initiatives that target, reach, and resonate with broader, rather than limited audiences. [ABSTRACT FROM AUTHOR]

When is a token female's voice incorporated into the actions of a traditionally male-dominated team, and to what ends? Drawing from the tokenism, gender stereotypes, and minority influence literatures, we advance a model that specifies the conditions that facilitate token female voice enactment and when enacting the female's voice enhances team performance. Using a sample of active-duty military men and women, we employed live observation techniques to study voice enactment in all-male teams versus female-token teams (i.e., teams with a token female member) throughout a series of complex and physically demanding tasks. Our findings revealed that (a) token female voice enactment was higher when team leaders possessed more favorable beliefs about women's capabilities in the military, and (b) token female voice enactment enhanced team performance in more complex tasks but harmed team performance in less complex tasks. Additionally, our supplementary analyses revealed that female-token teams were more reflective before engaging in action relative to all-male teams, as the latter tended to engage in agentic, "action-first" strategies. Theoretical and practical implications for facilitating female voice enactment in traditionally male-dominated contexts are discussed. [ABSTRACT FROM AUTHOR]

Resumo Este estudo analisou os possíveis efeitos negativos associados aos homens docentes do ensino secundário português, bem como as suas estratégias para se integrarem em uma profissão em que as mulheres são maioritárias. Foram realizadas 16 entrevistas individuais semiestruturadas com 8 professores e 8 professoras, e os seus conteúdos foram submetidos a uma análise temática. A análise evidencia que os homens, nesse contexto, experienciam consequências distintas daquelas que as mulheres em situações similares vivenciam, assinalando-se, ainda, vantagens pela pertença à minoria. As experiências dos homens e as perceções das mulheres sugerem a existência de pressão para que os homens evidenciem, enquanto professores, os traços da masculinidade hegemônica.

As six patient partners in Canada, we aim to contribute to learning and to provide an opportunity to reflect on patient engagement (PE) in research and healthcare environments. Patient engagement refers to "meaningful and active collaboration in governance, priority setting, conducting research and knowledge translation" with patient partners as members of teams, rather than participants in research or clinical care. While much has been written about the benefits of patient engagement, it is important to accurately document and share what we term 'patient engagement gone wrong.' These examples have been anonymized and presented as four statements: patient partners as a check mark, unconscious bias towards patient partners, lack of support to fully include patient partners, and lack of recognizing the vulnerability of patient partners. The examples provided are intended to demonstrate that patient engagement gone wrong is more common than discussed openly, and to simply bring this to light. This article is not intending to lay blame, rather to evolve and improve patient engagement initiatives. We ask those who interact with patient partners to reflect so we can all work towards improving patient engagement. Lean into the discomfort with these conversations as that is the only way to change these all too recognizable examples, and which will lead to better project outcomes and experiences for all team members. Plain English summary: We are six patient partners in Canada who aim to contribute to learning and to provide an opportunity to reflect on patient engagement (PE) in research and healthcare environments. Patient engagement refers to "meaningful and active collaboration in governance, priority setting, conducting research and knowledge translation," where patient partners are members of the teams, rather than participants in research or those seeking clinical care. It appears more has been written on the benefits rather than the risks of patient engagement and we feel it is important to document and share what we call 'patient engagement gone wrong.' We have anonymized these examples and sorted them into four statements: patient partners as a check mark, unconscious bias towards patient partners, lack of support to fully include patient partners, and lack of recognizing the vulnerability of patient partners. These statements and their examples are meant to show that patient engagement gone wrong is more common than discussed openly, and to simply bring this to light. With this commentary, we do not mean to lay blame, and instead wish to evolve and improve patient engagement initiatives. We ask those who interact with patient partners to reflect so we can all work towards improving patient engagement. Lean into the discomfort with these examples, as that is the only way to change these all too recognizable statements, and which will lead to better project outcomes and experiences for all team members. [ABSTRACT FROM AUTHOR]

Copyright of Odeere is the property of Edicoes UESB and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Meta-analytic results show that board gender diversity is modestly associated with firm performance, but there is notable heterogeneity among findings. Board gender diversity allows access to women's perspectives, potentially helping boards, but diversity can also trigger biases that exclude women directors, such that boards do not integrate meaningful perspectives. Addressing this problem, we leverage the categorization-elaboration model, contact theory, and critical mass theory to build new theory as to how men directors can serve as allies to women directors to better leverage diverse perspectives. We empirically test how considerations that reduce out-group categorization and bias against women moderate the board gender diversity-firm performance relationship. Our results show that gender diverse boards perform better with more formal contact among men and women director colleagues, and that gender diverse boards with more men directors who only have prior experience working with token-women, perform worse. Our work helps explain how and why board gender diversity can improve or detract from firm performance. This extends the literature by illustrating the important consequences that occur when firms do (or do not) have men directors who are likely to be allies of gender diversity. [ABSTRACT FROM AUTHOR]

The article offers suggestions on how to teach the Stolen Generations in primary classrooms effectively while avoiding tokenism, cultural appropriation, and trauma. Topics include strategy to create consistent and authentic engagement with First Nations contexts in the classroom and throughout the school year; and how teachers can use the YARNS approach to evaluate the resources they use and engage directly with First Nations members of their communities.

Copyright of Gedrag & Organisatie is the property of Amsterdam University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Queer performance has historically illuminated an imbalance of care for minoritarian concerns and fostered community connections for collective survival and resistance.1 This article interweaves theorisations by Leah Lakshmi Piepzna-Samarasinha and collaborators in the book Care Work: Dreaming Disability Justice2 and draws upon interviews with key queer cultural producers, practitioners, scholars, and artists currently working in the UK to identify and theorise contemporary ethics and practices of care in their work. It reveals how queer performance practice attempts to address issues of ethnicity, race, class, disability, gender, and gender identity, tokenism and racial representation, access, class, (dis)ability, and trans-inclusivity in generative ways.3 Considering the urgent need for material reconfigurations and diversification of the UK arts sector – both in response to and preceding the global COVID-19 pandemic – I argue that an ethics of care and orientation toward action can address ongoing issues around who and what is 'made to matter' in queer arts production. Contemporary queer performance praxis in the UK reaches further toward the margins to find new solutions to embed radical care in production practices. As philosopher Rosi Braidotti suggests, such work 'is enhanced by the rejection of self-centred individualism ... [producing] a new way of combining self-interests with the well-being of an enlarged community'.4 Through foregrounding collectivity, community, care, and social justice the queer performance sector is well positioned to be at the forefront of wider cultural production trends, creating, and amplifying change throughout the sector and beyond. [ABSTRACT FROM AUTHOR]

Extending tokenism theory, and Kanter's work on numerical representation within organisations, we emphasise the societal context of gender inequality in order to understand token women's lived experiences at work. Based on analysis of 29 in-depth interviews in a multinational (MNC) situated in the distinctive socio-institutional setting of Saudi Arabia, the article expands Kanter's typology of roles, to capture token assimilation in a context-embedded way. In particular, we explore the interaction of a seemingly Western MNC espousing liberal values, rules and norms with the enduring patriarchal and traditional context of Saudi Arabia. Further adding texture to Kanter's theory, this study reveals that the organisational context cannot be seen as fundamentally neutral and inevitably interacts with the societal context, resulting in unique manifestations of tokenism. [ABSTRACT FROM AUTHOR]

This study inquires the impact of the third Malaysian Code on Corporate Governance (MCCG 2012) introduced in March 2012 on the level of Boardroom Gender Diversity (BGD) and its possible association with Firm Financial Performance (FFP). To capture the difference, if any, the study compares a stratified random sample of 300 non-financial companies listed on Bursa Malaysia (Malaysia's Stock Exchange) in 2 years (2010–2011) pre and 3 years (2012–2014) post-enactment period of the code. The descriptive statistics disclosed that BGD has slightly increased after the enactment of the code. The use of Panel Corrected Standard Errors (PCSEs) further revealed that even a tiny increase in BGD has pronounced its significant positive impact on FFP (ROA and decreasing stock volatility) after the enactment of the code. Interestingly, it is also unveiled that neither 'tokenism' nor 'critical mass' hypotheses are applicable in the context of Malaysia. The study has several contributions and implications for the literature, policy and practice. [ABSTRACT FROM AUTHOR]

Kanter's (1977) tokenism theory stimulated a flurry of research activity devoted to understanding the experiences of those who are in the numerical minority in their work groups, organizations, or occupations. Society continues to increase the proportion of some demographic groups within organizations, but the notion of tokens continues to be relevant, as many women, men, racial groups, and those who identify with intersecting identities find themselves numerically underrepresented in the workplace. We systematically organize and analyze recent work on the consequences of being a token for women, men, and racial minorities to address challenges and identify opportunities for future research. We highlight gaps and ambiguities to provide clarity and momentum for future research in this area. Further, we identify and propose the consideration of potential measurement, individual, and contextual contingencies that may influence the outcomes of being a token. These critical contingencies shed light on the potential variations in the outcomes associated with being a token. [ABSTRACT FROM AUTHOR]

Across a field study and four experiments, we examine how social norms and scrutiny affect decisions about adding members of underrepresented populations (e.g., women, racial minorities) to groups. When groups are scrutinized, we theorize that decision makers strive to match the diversity observed in peer groups due to impression management concerns, thereby conforming to the descriptive social norm. We examine this first in the context of U.S. corporate boards, where firms face pressure to increase gender diversity. Analyses of S&P 1500 boards reveal that significantly more boards include exactly two women (the descriptive social norm) than would be expected by chance. This overrepresentation of two-women boards—a phenomenon we call "twokenism"—is more pronounced among more visible companies, consistent with our theorizing around impression management and scrutiny. Experimental data corroborate these findings and provide support for our theoretical mechanism: decision makers are discontinuously less likely to add a woman to a board once it includes two women (the social norm), and decision makers' likelihood of adding a woman or minority to a group is influenced by the descriptive social norms and scrutiny faced. Together, these findings provide a new perspective on the persistent underrepresentation of women and minorities in organizations. [ABSTRACT FROM AUTHOR]

Under resource dependence theory, firms should benefit from diverse boards of directors. Ethical arguments also highlight that boards should be as diverse as the stakeholders and communities that they serve. In an attempt to increase diversity and women's presence on boards of directors, legislative efforts have enacted gender quotas. We examine how such efforts are perceived by U.S. market participants. We expect that when a firm operating under a quota law meets only the minimum requirement, investors will view the female directors through the lens of token status theory and invest fewer resources in that firm than they will in a firm that exceeds the quota minimum or has the same composition but is not under a quota law. Through an experiment with 207 MTurk participants, we manipulated whether a firm was or was not under a quota law and whether the number of female board members was just at or exceeded the law's minimum compliance. We find evidence that under a quota system, U.S. market participants tend to view female directors as tokens when the firm is just at the quota minimum, and these perceptions both affect their view of the firm's prospects and negatively influence investment decisions. Importantly, however, we find that these negative effects can be offset and that resource dependence theory holds if the firm exceeds the quota, signaling that the hiring of female directors is not simply compliance-dependent and subsequently leading U.S. market participants to invest more resources in the firm. [ABSTRACT FROM AUTHOR]

This study focuses on cleaning services in Lisbon, Portugal, to understand the dynamics of operating in this feminine context, mostly employing women of African origin. From a qualitative and intersectional perspective, the study encompasses 17 semi-structured individual interviews with women working in these services, nine of African origin (Black) and eight of Portuguese origin (White) between 29 and 66 years of age. The thematic analysis returned five themes portraying the specificities associated with women carrying out their activities in a context of low social status, particularly for Black women. Although we verified some of the negative consequences associated with tokenism, the intersections of gender, class, and race/ethnicity generated dynamics that also contradict this phenomenon. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on the increasing number of women on the bench in the U.S. and worldwide over the last 50 years. It acknowledges that while some courts still lack gender diversity, the representation of women has been large enough to overcome tokenism. It discusses the possibility of an intergenerational gap among female judges in terms of their judicial decision-making.

This article discusses representations of colonial acts and the relationship between coloniser and colonised in EAL (English as an Additional Language) textbooks produced for grades 5–7 in Norwegian schools. Multimodal and critical discourse analyses are used to analyse the textbook series. We present five extracts from these textbooks that exemplify findings common to all the textbook series. Findings show that tokenism, exclusion and marginalisation are still common in textbooks. Implications for teachers are discussed, together with the need for them to gain greater critical awareness of teaching materials and to develop their own knowledge of colonialism, and its effects. • Decolonial perspectives are used to discuss representations of colonial acts in textbooks. • Excerpts from textbooks analysed using multimodal and critical discourse analytical approaches. • Tokenism and marginalisation are common in textbooks when referring to colonial acts. • Implications of findings require teachers to develop critical awareness and knowledge of colonialism. [ABSTRACT FROM AUTHOR]

Taking an intersectional approach, this study conceptualizes how the complex subjectivities of Ethiopian-Israeli women journalists – who contend with dual exclusion and discrimination (racial and gendered) – emerge in their everyday work experiences. Thematic analysis of narrative interviews with 12 Ethiopian-Israeli women journalists reveals a complicated picture of their professional experience derived from the intersection of their gender and racial identities. They face barriers to integrating into the profession and the challenges of tokenism, but they also find sources of strength in their professional experience through the advantages of Ethiopian femininity and the opportunity to play advocacy roles. I argue that while their societal positioning renders them marginalized within dominant structures, it also allows them to confront oppressive dominant structures. Their journalistic identity empowers them by linking their perceived advocacy role deriving from their marginal Ethiopian identity with their Israeli identity. [ABSTRACT FROM AUTHOR]

Using standpoint epistemology and critical mass theories this study examines outcomes of the 2012 ProQuote [ProQuota] initiative in Germany demanding at least 30% women in leadership per newsroom. In-depth interviews with 53 journalists in 21 newsrooms show that ProQuote boosted women's ascension into leadership by triggering and sustaining a debate about gender in newsroom leadership. This contributed to the normalization and legitimization of women in top positions, somewhat alleviating the stigma of tokenism. With critical mass in a given newsroom, women's standpoints have entered the discourse on leadership. More representation of women of different backgrounds and overall diversity in leadership are still needed. [ABSTRACT FROM AUTHOR]

Competing Interests: The authors report no financial relationships with commercial interests.

In a time when the deinstitutionalisation of mental health services has become a global and European platform and one of the main forms of care provision, a theme such as the transition of care from large institutions down to a more personal community level care might seem outlived, but the fact is that in some European countries the discussion has revolved for almost 35 years around the most basic question concerning the closure of large, asylum‐type mental health institutions. In this article, I provide a historical overview and analysis of deinstitutionalisation processes in the field of mental health in Slovenia from mid‐1980s onwards, interpreted in terms of achievements and gaps in community‐based care and in user participation in these processes. It demonstrates some of the innovative participatory practices and their potential to transform services. A thematic data analysis was used to analyse the data collected from various primary (a focus group) and secondary sources (autobiographies, newspaper articles, round table reports, blogs) that all bear witness to the different periods of deinstitutionalisation and the user perspective in it.

This article analyzes the experiences and strategies of white and black women in positions of some power, in which they are able to strive to reduce inequalities and promote social change. From a qualitative perspective, this seeks to open the discussions around the possible applications of intersectionality between gender and "race"/ethnicity for studying the "tokenism phenomenon". The results reveal six major themes that demonstrate how, while both white and black women share negative consequences of tokenism, the intersections of gender and "race"/ethnicity create dynamics that make black women's experiences unique. Overall, we may therefore conclude the interviewees represent "agents of change" and deploy their power to promote equality in a variety of ways. [ABSTRACT FROM AUTHOR]

Cultural diversity has gained increased validation as a source of greater performance in the context of globalization. This paper examines whether there is an optimum number of foreign coworkers in order to maximize the perceived benefits and minimize the perceived threats of cultural diversity at work. Using a questionnaire survey of 572 Japanese, we found that for perceived benefits of cultural diversity at work, there is no difference between having zero or a token foreign coworker, while more foreign coworkers are associated with moderately higher perceived benefits. For perceived threats, there is a U-shaped relationship whereby interacting with zero or more than three foreign coworkers is linked to higher perceived threats compared to that of only a few foreign coworkers. Our findings reveal that in the Japanese context, interacting with about three foreign coworkers can maximize the perceived benefits while minimizing the perceived threats of cultural diversity in the workplace. Considering diversity in absolute rather than relative terms is an important contribution and implication for business and policy, as Japan and Japanese firms are increasingly dependent on globalization. [ABSTRACT FROM AUTHOR]

Recent scholarship has addressed the roles epistemological colonialism plays in music education. Following several publications on decoloniality in music studies and education, this article discusses how ethnomusicological pedagogies and scholarly practices can engage in unsettling practices of critique and creative action that attend to sites of oppression beyond the reflexes of tokenism, nativism, and other 'settler moves to innocence'. This article presents some pragmatic directions that come out of the critiques highlighted therein, inspired by pedagogical practices proposed by Chérie Rivers Ndaliko, Marco Cervantes and L.P. Saldaña, and others. This includes a three-module lesson facilitating students through the examination of coloniality in the musical histories of a place, the challenging of coloniality in the practice and consumption of musics today, and the creation of entirely different musical possibilities that re/centre students' lived experiences, his-/her-/their-stories, and ancestries. [ABSTRACT FROM AUTHOR]

Student leadership is often misconceptualized as merely a pedagogical exercise revolving around simulated political arenas with little to no immediate real political consequence. Other scholarship normalizes students as political outsiders who have to resort to dangerous, exhausting activism tactics for even minute advocacy victories due to their lack of structural representation in education decision-making. An analysis of student leadership in research and practice is presented according to an identified spectrum of low to high student power. This article argues that student leadership has great potential for real political action. The best structure for student leadership is argued to be democratic student government, as well as students having standing roles within education leadership structures. Furthermore, effective conceptions of student leadership must not only acknowledge its developmental aspects, but also account for the real politics inherent in student leadership activities. To conclude, a more political conception of student leadership and student government is advocated for so student leaders' real political activities can be recognized and studied as such in education leadership discourse to prevent student exploitation and tokenism. [ABSTRACT FROM AUTHOR]

Background: Research tools to evaluate institutions or interventions in the field of mental health have rarely been constructed by researchers with personal experience of using the mental health system ("experiential expertise"). This paper presents a preliminary tool that has been developed within a participatory-collaborative process evaluation as part of a controlled, multi-center, prospective cohort study (PsychCare) to evaluate psychiatric flexible and integrative treatment, FIT for short, models in Germany. Method: The collaborative research team consisting of researchers with and without experiential expertise developed 12 experiential program components of FIT models by an iterative research process based on the Grounded Theory Methodology. These components were transformed into a preliminary research tool that was evaluated by a participatory expert panel, and during a pilot and validation study, the latter using a random sample of 327 users from 14 mental health departments. Internal consistency of the tool was tested using Cronbach's alpha. Construct validity was evaluated using a Principal Components Analysis (PCA) and a Jonckheere Terpstra test in relation to different implementation levels of the FIT model. Concurrent validity was tested against a German version of the Client Satisfaction Questionnaire (ZUF-8) using correlation analysis and a linear regression model. Results: The evaluation of the expert panel reduced 29 initial items to 16 that were further reduced to 11 items during the pilot study, resulting into a research tool (Needs and Experiences in Psychiatric Treatment—NEPT) that demonstrated good internal consistency (Cronbach's alpha of 0.89). PCA yielded a 1-component structure, which accounted for 49% of the total variance supporting the unidimensional structure of the tool. The total NEPT score increased alongside the increasing implementation of the FIT model (p < 0.05). There was evidence (p < 0.001) for convergent validity assessed against the ZUF-8 as criterion measure. Conclusions: The NEPT tool seems to be promising for further development to assess the experiences with and fulfillment of needs of psychiatric care models from the perspective of users. This paper demonstrates that it is possible to use a participatory-collaborative approach within the methodologically rigorous confines of a prospective, controlled research design. [ABSTRACT FROM AUTHOR]

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as "superwomen," Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership. [ABSTRACT FROM AUTHOR]

Much research on tokenism has focused on the organizational processes by which white women and racial minorities experience heightened surveillance at work and become occupationally immobile. Little research has considered how tokenism operates for other minority workers, such as immigrants. We theorize cultural tokenism to explain the ways in which foreign-born minorities in the United States are held up against hegemonic ethnic markers besides cultural gender standards and racial stereotypes, resulting in their interpersonal and institutional exoticization. Drawing on interviews with 33 immigrant women university faculty, this study shows how cultural contrasts make work difficult for high-status, foreign-born professional women. Specifically, they experience gendered pressures to provide U.S.-born students with "cultural enrichment" experiences and demonstrate organizational diversity while navigating the effects of tokenism. This research explains barriers to promotion and work satisfaction for immigrant women in white-collar jobs, and raises questions about how organizations can benefit from hiring these workers without exploiting them. [ABSTRACT FROM AUTHOR]

Using critical race theory (CRT), this paper examined how race influenced Black mothers' recreational choices for their children. In presenting the findings, this paper used storytelling inspired by interviews conducted with single Black mothers living in a small midwestern U. S. town. Black mothers hoped to prepare their children to successfully navigate society through recreation opportunities, but often found limited community-based recreational opportunities in their neighbourhood. Mothers felt the need to protect their children from programs that perpetuated racist stereotypes, tokenism, and discrimination against their children and/or Blacks in general. Some mothers felt that stereotypes and discrimination were embedded in programmatic offerings, and tokenism was used in recreational programs where many of the staff and children were White. In telling the story of single Black mothers' efforts to find appropriate programs for their children, this paper highlights the structural racism still embedded in today's community-based recreational offerings. [ABSTRACT FROM AUTHOR]

BackgroundResearch tools to evaluate institutions or interventions in the field of mental health have rarely been constructed by researchers with personal experience of using the mental health system (“experiential expertise”). This paper presents a preliminary tool that has been developed within a participatory-collaborative process evaluation as part of a controlled, multi-center, prospective cohort study (PsychCare) to evaluate psychiatric flexible and integrative treatment, FIT for short, models in Germany.MethodThe collaborative research team consisting of researchers with and without experiential expertise developed 12 experiential program components of FIT models by an iterative research process based on the Grounded Theory Methodology. These components were transformed into a preliminary research tool that was evaluated by a participatory expert panel, and during a pilot and validation study, the latter using a random sample of 327 users from 14 mental health departments. Internal consistency of the tool was tested using Cronbach's alpha. Construct validity was evaluated using a Principal Components Analysis (PCA) and a Jonckheere Terpstra test in relation to different implementation levels of the FIT model. Concurrent validity was tested against a German version of the Client Satisfaction Questionnaire (ZUF-8) using correlation analysis and a linear regression model.ResultsThe evaluation of the expert panel reduced 29 initial items to 16 that were further reduced to 11 items during the pilot study, resulting into a research tool (Needs and Experiences in Psychiatric Treatment—NEPT) that demonstrated good internal consistency (Cronbach's alpha of 0.89). PCA yielded a 1-component structure, which accounted for 49% of the total variance supporting the unidimensional structure of the tool. The total NEPT score increased alongside the increasing implementation of the FIT model (p < 0.05). There was evidence (p < 0.001) for convergent validity assessed against the ZUF-8 as criterion measure.ConclusionsThe NEPT tool seems to be promising for further development to assess the experiences with and fulfillment of needs of psychiatric care models from the perspective of users. This paper demonstrates that it is possible to use a participatory-collaborative approach within the methodologically rigorous confines of a prospective, controlled research design.

Tokenism is the practice of including a small number of people from underrepresented groups in an organization or environment, typically for the sake of appearances or quotas, without providing any real power or meaningful work. In the context of the education industry, tokenism can refer to the act of hiring a small number of Asian-American educators to appear diverse without giving them any absolute authority or opportunities for advancement. This paper will explore the prevalence of tokenism in the education industry, specifically as it relates to Asian-American educators. Using various contexts, this paper will discuss the implications of tokenism on the individuals who are included as tokens, the Asian-American community as a whole and the various obstacles that hinder the retention of Asian-American teachers and learners. Additionally, this paper will offer suggestions for combating tokenism in the education industry and creating more inclusive environments. This paper will also avail the justifications for recruiting more Asian educators, bridging cultural gaps in America, and highlighting future research problems. Tokenism is a harmful practice that has far-reaching implications. In the context of the education industry, tokenism can limit the career advancement opportunities of Asian-American educators and also deliver the message that Asian-Americans are incapable of being leaders in the field of education. Tokenism is a form of discrimination that should be addressed to create more inclusive environments in the education industry.

This study focuses on cleaning services in Lisbon, Portugal, to understand the dynamics of operating in this feminine context, mostly employing women of African origin. From a qualitative and intersectional perspective, the study encompasses 17 semi-structured individual interviews with women working in these services, nine of African origin (Black) and eight of Portuguese origin (White) between 29 and 66 years of age. The thematic analysis returned five themes portraying the specificities associated with women carrying out their activities in a context of low social status, particularly for Black women. Although we verified some of the negative consequences associated with tokenism, the intersections of gender, class, and race/ethnicity generated dynamics that also contradict this phenomenon.

The formal recognition of Travellers as a distinct ethnic group by the Irish State in 2017 was arguably a significant step towards redressing the pernicious and endemic institutional racism and marginalisation that Travellers have historically experienced in Ireland. It was announced by the Irish Government in October 2018 that a review of the place of Travellers in existing school curricula would be undertaken, with a view to including Traveller history and culture at primary and post-primary levels. While there are benefits associated with curricular recognition, including its capacity to potentially disrupt the reiterative reproduction of institutional racism at a formal curricular level, a significant body of literature highlights the shortcomings associated with additive curricular approaches. These include tokenism and a failure to challenge dominant mainstream-centric perspectives and wider systemic inequities. The potential for curricular interventions to obscure or side-line critical consideration of the role of teachers' and student teachers' subjectivities, privileges and biases in perpetuating inequities is another dimension of this critique. This article draws on critical social justice literature, including tools from Critical Whiteness studies, to critically explore anti-Traveller racism and to analyse the tensions inherent in including Traveller culture and history in Irish primary and post-primary curricula. [ABSTRACT FROM AUTHOR]