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The article discusses the limited representation of eye-tracking research on reading in countries outside of Western and East Asian regions. The authors argue for a more global approach to this research, emphasizing the need for diverse participant samples and the study of reading in different languages. They also address the challenges of cost and accessibility in eye-tracking technology and propose measures such as funding initiatives and the development of open-source systems to bridge the gap. The lack of accessible and affordable eye-tracking technology has hindered research on reading in countries with limited resources, and the acquisition of privately owned technology by companies has made it inaccessible to researchers. The coexistence of high-precision devices and a less expensive open-source solution could bridge this gap, and funding collaborations and individual validation studies can contribute to making eye-tracking research more globally available and insightful. [Extracted from the article]

In response to persistent systemic gendered and racial exclusions in the sciences, unconscious or implicit bias training is now widely established as an organizational intervention in Higher Education (HE). Recent systematic reviews have considered the efficacy of unconscious bias training (UBT) but not the wider characteristics and effects of the interventions themselves. Guided by feminist scholarship in critical psychology and post‐structuralist discourse theory, this article critically examines UBT across STEMM and in HE institutions with a discursive analysis of published studies. Drawn from systematic searches in 4 databases, we identify three types of UBT reported in 22 studies with considerable variation in intervention types, target groups, and evaluation methods. Guided by limited cognitive problematizations of unconscious bias as a problem located inside individual minds, interventions follow established patterns in neoliberal governmentality and make available specific feeling rules and subject positions. These current Equality, Diversity & Inclusion practices present a new technology of power through which organizations may regulate affect and behavior but leave structural inequalities and barriers to inclusion intact. [ABSTRACT FROM AUTHOR]

This special issue is dedicated to research on cognition, stigma, and inclusion in film and media studies. We aim to highlight existing research in cognitive media theory and social justice, and also to bring in diverse perspectives from adjacent fields to foster interdisciplinary research into the future. In bringing these voices together, we hope to demonstrate the diverse nature of current research in cognitive film and media theory, and to disentangle cognitive traditions from their place in a historic binary opposition of cognitive and cultural approaches in screen studies. [ABSTRACT FROM AUTHOR]

Prior research suggests that job search activities of underrepresented groups are sensitive to diversity cues in recruitment materials, but less is known about the impact of different types of cues. Despite widespread use, employment equality monitoring (EM), or data collection on legally protected characteristics (like gender or ethnic background), has received scant empirical attention. Two experiments used fictitious job advertisements to examine the effects of a strong equality/diversity/inclusion (EDI) value statement and descriptions of EM use by employers. In Study 1, we found that advertisements containing an EDI statement and a statement of EM together produced the highest ratings of organizational prestige, and, in minority respondents, stronger job‐pursuit intentions. Study 2 examined various framing conditions of EM using a between‐subjects design. The inclusion of any EDI information was positively received, but minority ethnicity respondents were less positive when an EM statement was provided without an explanation for why it is done. The practical implications are that both value statements and EM information together could help increase attraction among jobseekers from underrepresented groups, with potential to contribute to diversity branding. However, minority groups are still sceptical of employer EDI credibility and employers must do more than talk the talk. [ABSTRACT FROM AUTHOR]

Neuromuscular diseases (NMDs) affect ∼15 million people globally. In high income settings DNA-based diagnosis has transformed care pathways and led to gene-specific therapies. However, most affected families are in low-to-middle income countries (LMICs) with limited access to DNA-based diagnosis. Most (86%) published genetic data is derived from European ancestry. This marked genetic data inequality hampers understanding of genetic diversity and hinders accurate genetic diagnosis in all income settings. We developed a cloud-based transcontinental partnership to build diverse, deeply-phenotyped and genetically characterized cohorts to improve genetic architecture knowledge, and potentially advance diagnosis and clinical management. We connected 18 centres in Brazil, India, South Africa, Turkey, Zambia, Netherlands and the UK. We co-developed a cloud-based data solution and trained 17 international neurology fellows in clinical genomic data interpretation. Single gene and whole exome data were analysed via a bespoke bioinformatics pipeline and reviewed alongside clinical and phenotypic data in global webinars to inform genetic outcome decisions. We recruited 6001 participants in the first 43 months. Initial genetic analyses 'solved' or 'possibly solved' ∼56% probands overall. In-depth genetic data review of the four commonest clinical categories (limb girdle muscular dystrophy, inherited peripheral neuropathies, congenital myopathy/muscular dystrophies and Duchenne/Becker muscular dystrophy) delivered a ∼59% 'solved' and ∼13% 'possibly solved' outcome. Almost 29% of disease causing variants were novel, increasing diverse pathogenic variant knowledge. Unsolved participants represent a new discovery cohort. The dataset provides a large resource from under-represented populations for genetic and translational research. In conclusion, we established a remote transcontinental partnership to assess genetic architecture of NMDs across diverse populations. It supported DNA-based diagnosis, potentially enabling genetic counselling, care pathways and eligibility for gene-specific trials. Similar virtual partnerships could be adopted by other areas of global genomic neurological practice to reduce genetic data inequality and benefit patients globally. [ABSTRACT FROM AUTHOR]

Objective: Studies suggest that healthcare professionals often feel unprepared to deal with mental health issues in refugees and asylum seekers. The aim of this qualitative study was to examine the experiences of refugees and asylum seekers in relation to mental health and healthcare, to inform cultural competency training for undergraduate medical students. Method: Focus groups were conducted with 16 refugees and asylum seekers and staff from relevant charity organisations in Wales. We explored participants' experiences in relation to mental health and healthcare, and training for healthcare professionals. The data were thematically analysed using an inductive approach. Results: Three overarching themes were identified: (1) recognition of the specific mental health needs of refugees and asylum seekers, (2) barriers preventing effective mental healthcare delivery for refugees and asylum seekers and (3) authentic learning experiences for medical students. Conclusion: To our knowledge, this is the first study to actively involve refugees and asylum seekers, along with individuals who work closely with this population, in considering the development of cultural competency training for healthcare students and professionals in relation to mental health. If we are to reduce the risks of exclusion from healthcare for refugees and asylum seekers, training in this area is essential. Findings from this study have informed the development of a guide for healthcare educators with a focus on refugee and asylum seeker mental health. [ABSTRACT FROM AUTHOR]

Abstract Background The need to improve gender equity (GE) in academic medicine is well documented. Biomedical Research Centres (BRCs), partnerships between leading National Health Service (NHS) organizations and universities in England, conduct world-class translational research funded by the National Institute for Health and Care Research (NIHR). In 2011, eligibility for BRC funding was restricted to universities demonstrating sustained GE success recognized by the Athena SWAN Charter for Women in Science Silver awards. Despite this structural change, GE research in BRC settings is underdeveloped, yet critical to the acceleration of women’s advancement and leadership. To explore both women’s and men’s perceptions of GE and current markers of achievement in a BRC setting. Methods Thematic analysis of data from two research projects: 53 GE survey respondents’ free-text comments (34 women, 16 men), and 16 semi-structured interviews with women affiliated to the NIHR Oxford BRC. Results Four major themes emerged from the analysis: perceptions of the Athena SWAN Charter for Women in Science (GE policy); views on monitoring GE in BRCs; views on current markers of achievement in academia and GE; and recommendations for actions to improve GE in BRC settings. Monitoring of GE in BRCs was deemed to be important, but complex. Participants felt that current markers of achievement were not equitable to women, as they did not take contextual factors into account such as maternity leave and caring responsibilities. BRC-specific organizational policies and metrics are needed in order to monitor and catalyse GE. Conclusions Markers of achievement for monitoring GE in BRCs should consider contextual factors specific to BRCs and women’s career progression and professional advancement. GE markers of achievement should be complemented with broader aspects of equality, diversity and inclusion.

International data demonstrate that medical students with disabilities experience differential awarding. One cross-sectional study finds lower graduation rates and scores in written exams, with no impact on clinical exams. Disabled students graduated with lower decile scores. This quantitative, retrospective, longitudinal study explored the impact of disability on exam performance, course performance and course discontinuation. Anonymised data were obtained for 1743 students on a UK graduate medical programme from 2011 to present. Statistical tests, including t-tests and one-way ANOVA were conducted for main effects of demographic variables on exam results and categorical outcomes. Regression models established the effects of variables and sub-categories of variables on results and categorical outcomes. Significant main effects of disability on exam scores were identified, as well as failure probability. Regressions showed significant differences in outcomes between different types of disability, with mental health conditions predicting course discontinuation. A significant amplifying effect was found for BAME students with disability. Disability had a significant negative impact on all course outcomes, illustrating inequity in medical training and an area of focus for curriculum development. Intersectional data identified a key disadvantaged subgroup of medical students. [ABSTRACT FROM AUTHOR]

Background: The need to improve gender equity (GE) in academic medicine is well documented. Biomedical Research Centres (BRCs), partnerships between leading National Health Service (NHS) organizations and universities in England, conduct world-class translational research funded by the National Institute for Health and Care Research (NIHR). In 2011, eligibility for BRC funding was restricted to universities demonstrating sustained GE success recognized by the Athena SWAN Charter for Women in Science Silver awards. Despite this structural change, GE research in BRC settings is underdeveloped, yet critical to the acceleration of women's advancement and leadership. To explore both women's and men's perceptions of GE and current markers of achievement in a BRC setting.Methods: Thematic analysis of data from two research projects: 53 GE survey respondents' free-text comments (34 women, 16 men), and 16 semi-structured interviews with women affiliated to the NIHR Oxford BRC.Results: Four major themes emerged from the analysis: perceptions of the Athena SWAN Charter for Women in Science (GE policy); views on monitoring GE in BRCs; views on current markers of achievement in academia and GE; and recommendations for actions to improve GE in BRC settings. Monitoring of GE in BRCs was deemed to be important, but complex. Participants felt that current markers of achievement were not equitable to women, as they did not take contextual factors into account such as maternity leave and caring responsibilities. BRC-specific organizational policies and metrics are needed in order to monitor and catalyse GE.Conclusions: Markers of achievement for monitoring GE in BRCs should consider contextual factors specific to BRCs and women's career progression and professional advancement. GE markers of achievement should be complemented with broader aspects of equality, diversity and inclusion. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the lived experiences of sports and exercise psychologists and sports and exercise psychology trainees from minority groups as they practice within the field. The experiences of UK minority sports and exercise psychologists and trainees within the field have not been widely explored in the literature. The lived experiences of three practitioners were explored through the lens of race, sexual orientation and religion. Forty-five-minute semi-structured interviews were analysed using an interpretive phenomenological analysis. The following themes arose from the study: the unseen minority, embed discrimination in sport, improving the field, journey barriers and the qualities of a practitioner. Based on the themes explored future research areas are discussed. [ABSTRACT FROM AUTHOR]

Background: Young people from racialised backgrounds are overrepresented in justice services. This study explored differences in community support offered to young people from racialised groups referred to a forensic child and adolescent mental health service., Method: We compared support offered to 427 young people, according to five ethnic groups., Results: Over 20% of young people referred were Black (compared with 14% of the local population) and 15.8% were Dual White and Black Heritage (compared with 4% of the local population). Odds ratios showed that Black and Dual Heritage groups were more frequently involved with youth offending services (Black: 2.59, Dual Heritage: 2.88), gangs services (Black: 4.31, Dual Heritage: 7.13) and have a national referral mechanism (Black: 3.61, Dual Heritage: 4.01) than their White peers, but were less often in mainstream education compared with their Asian peers (Black: 0.26, Dual Heritage: 0.29). Black (odds ratio 0.35) and Dual Heritage (odds ratio 0.40) young people were less frequently diagnosed with a neurodevelopmental disorder than their White peers., Conclusions: Those from Black and Dual Heritage backgrounds were disproportionately disadvantaged.

The COVID-19 pandemic forced HE Providers (HEPs) to radically transition traditional teaching and assessment to 100% remote delivery. UK Governments' policies widening HE participation have yielded a significant minority of disabled students (15%). This study investigated English HEPs (n = 133) transition advice to academics regarding these students' needs. Of 104 respondents, 16% provided new advice regarding remote teaching for disabled students, 22% regarding remote assessment; only 2 mentioned they had conducted Equality Impact Assessments (EIAs) about the changes. Disabled students' needs appear forgotten. Four response models were identified: Keep Calm and Carry On, Meet an Existential Threat, All Hands to the Pumps, An Opportunity for Change. Emergent good practice examples are given. Most English HEPs should urgently conduct EIAs under their legal Anticipatory Public Sector Equality Duty. The whole sector needs to better institutionalise delivering to disabled students' needs through effective inclusivity policy implementation, and educating academics and academic management. [ABSTRACT FROM AUTHOR]

Globalisation is a major driving factor in the Higher Education sector, which has resulted in significant developments relating to international academic mobility. This includes the establishment of international campuses, increasingly global facing research and extensive student international exchange schemes. We explore the advice given to LGBTQ+ staff and students in UK Higher Education Institutions ('HEIs') who engage in international mobility of this kind. Analysing data collected through Freedom of Information requests, we demonstrate that the advice given is overwhelmingly heteronormative, ignoring the potential challenges that LGBTQ+ travellers might fact and underestimating the impact of the disparate global landscape of LGBTQ+ rights. Drawing on agency literature, we argue that HEIs should develop detailed and informed policy which gives LGBTQ+ travellers greater agency during the travel process. We suggest that the lessons that can be learned from the UK context can be applied internationally by HEIs adapting to and developing in the increasingly globalised HE landscape. [ABSTRACT FROM AUTHOR]

This article provides a critique of The Fairness Project, a learning and teaching project on equality and diversity in the legal profession and its impact on employability, delivered over three years across three university law schools. The Fairness Project builds on current literature on lack of equality and diversity in the legal profession, by adopting a student perspective. Barriers to entry and progression within the legal profession occur because of a range of issues including social class, gender, ethnicity, initial education, university education and gaining work experience in a law firm. We explore whether, and to what extent, we can educate law students from a range of diverse backgrounds and social identities about the "diversity barriers" entrenched in the legal profession, and thus influence their own career trajectories to access the profession. Our results show that – at least to some extent – we can. The data suggests that The Fairness Project helped prepare law students to tackle the inequalities that exist in the legal profession. The learning benefits of The Fairness Project are transferable to other law schools and could be adapted for use with law students in other jurisdictions, or for students in other disciplines where "diversity barriers" may exist. [ABSTRACT FROM AUTHOR]

Project-based organizations (PBOs) in engineering–construction–property industries are persistently among the most male-dominated worldwide, and, as such, are not capitalizing on numerous performance gains derived from diversity. Large Australian PBOs (among others) are required to develop formal gender equality and diversity initiatives (GEDIs) to embrace equality and diversity. Despite comparatively higher numbers of GEDIs in PBOs, women's representation remains lower than in non-PBOs. Using the lenses of organizational justice theory and inattention theory, this study explored leaders' GEDI decisions related to the selection and implementation of GEDIs and their ineffectiveness. Quantitative data from 4,841 PBOs and non-PBOs were collected from 2018–2019 annual equality progress reports. In-depth quantitative and qualitative data from five PBOs were collected through interviews with senior leaders, organizational documents, and reports. Findings indicate that leaders select GEDIs based on their personal views of justice and individual bias. They focus on meeting legislative and industry requirements rather than on developing a strategic business approach, and appear trapped by their own indifference to the substantive issues of equality and diversity, reinforcing systemic inequalities. We discussed theoretical and research contributions and practical implications. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the legal framework regulating the careers of civil servants working for the EU institutions and reveal how the values of equality and diversity are communicated and embedded in their daily lives. The research examines the English language used in the HR legal framework of the EU institutions and explores the linguistic aspects related to equality and diversity management and inclusive language. The starting point of this research is the idea that the European Union is based on the values of democracy, the rules of law and the equal treatment of its citizen, who are celebrated for their diversity. It is thus highly relevant to look at the EU in action and see if it is consistent in the understanding and application of these values. The methodological approach of this research entailed the creation and analysis of a unique corpus composed of all the applicable HR legal provisions in force within the EU institutions, and the examination of the linguistic features (word lists by frequency, concordances, collocations and lexical bundles) of the terminology related to four different areas of equality and diversity – the LGBTI community, gender, the elderly and persons with a disability – with the final aim to take stock of the related developments in the use of the English language. The results indicate that the language used in the EU HRM legal framework is not in line with the EU values of equality and diversity, and the research concludes with highlighting possible improvements of the language used in the corpus.

Different forms of discrimination, marginalisation and exclusion have been central concerns for social geography for over 50 years now. Some forms of prejudice are historically resistant, long-lasting and have featured in social geography for many decades (such as racism and sexism); others have emerged more recently within social geography debates as well as in the wider society and are less well understood. In this second progress report on social geography, I explore recent research about Islamophobia, transphobia and sizism that demonstrates that each of these forms of prejudice is worthy of further study and analysis in their own right by social geographers and scholars in related fields. I argue that it would be productive to investigate areas of connection and solidarity across and within these different prejudices and others in order to be able to resist multiple forms of discrimination, intolerance and hate. [ABSTRACT FROM AUTHOR]

This article presents findings from our collaborative Outstanding Teaching, Learning and Assessment (OTLA) project which employed an action research methodology to explore Equality and Diversity (E&D) practices within our settings. Identified issues included lack of staff confidence exploring E&D in the classroom; lesson observations reporting “tokenistic” or “strained” E&D work, and concerns that shared or collaborative E&D practice within or between educational settings rarely occurred. Our question therefore was how best to empower teaching and learning communities to effectively promote equality and celebrate diversity. We attempted to establish a Professional Learning Community (PLC) (Vescio et al, 2008), whilst simultaneously seeking to engage learners more actively in the design and development of their E&D work. These processes helped enable symbiotic knowledge exchange between staff, and between staff and learners, enriching teaching, learning, and assessment practices as collective E&D practices began to travel within and beyond the realms of our settings. Future endeavours include further exploration of the impact of our E&D PLC upon learning and assessment outcomes, with particular focus on further collaboration with learners, examination boards, and third sector partners to aid diversification of both internal and external assessment practices.

This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices. [ABSTRACT FROM AUTHOR]

This article critically interrogates East Asian academics' positional identities in UK universities, internationalisation and diversification against the Black and Minority Ethnic (BME) and Critical Race Theory (CRT) framework. Contemporary UK policy promoting racial equality and diversity is often over-generalised, while the critical race theory-based literature has focused on hegemonic notions of 'white privilege'. Neither discourse provides an adequate, comparative perspective of power relations within diverse racial and ethnic groups. In advancing this perspective, the article compares the experiences of two groups of East Asian academics working in UK universities. One group is foreign-born but has strong British identities following their English élite education. The other group came to the UK for postgraduate studies and/or chose to work in Britain. The paper changes the picture of a static, black and white perspective in the BME policy and CRT literature by offering a dynamic, fluid discourse involving East Asian academics' narratives of their positional identities and choices. [ABSTRACT FROM AUTHOR]

This paper aims to provide a tentative roadmap for ensuring that higher education policy makers and practitioners are apprised of what might be done to advance a concept of socially just assessment praxis. It extends current thinking around the notion of social justice approaches to assessment by further developing the conceptual framework proposed in McArthur's recent work (2016). It does so by extending understandings of how a socially just perspective might be realised. Drawing upon recent conceptual developments within both Universal Design for Learning (UDL) and Culturally Sustaining Pedagogy (CSP), the paper proposes a typology for praxis and organisational change. Crucially, this typology focuses upon enhancing learning outcomes for all learners, but it is particularly concerned with enhancing educational experiences and learning outcomes for students that have been systematically marginalised by the normative procedural practices that have traditionally informed the nature of supposedly objective assessment. [ABSTRACT FROM AUTHOR]

Introduction: Ongoing monitoring of cohort demographic variation is an essential part of quality assurance in medical education assessments, yet the methods employed to explore possible underlying causes of demographic variation in performance are limited. Focussing on properties of the vignette text in single-best-answer multiple-choice questions (MCQs), we explore here the viability of conducting analyses of text properties and their relationship to candidate performance. We suggest that such analyses could become routine parts of assessment evaluation and provide an additional, equality-based measure of an assessment's quality and fairness.Methods: We describe how a corpus of vignettes can be compiled, followed by examples of using Microsoft Word's native readability statistics calculator and the koRpus text analysis package for the R statistical analysis environment for estimating the following properties of the question text: Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level (Grade), word count, sentence count, and average words per sentence (WpS). We then provide examples of how these properties can be combined with equality and diversity variables, and the process automated to provide ongoing monitoring.Conclusions: Given the monitoring of demographic differences in assessment for assurance of equality, the ability to easily include textual analysis of question vignettes provides a useful tool for exploring possible causes of demographic variations in performance where they occur. It also provides another means of evaluating assessment quality and fairness with respect to demographic characteristics. Microsoft Word provides data comparable to the specialized koRpus package, suggesting routine use of word processing software for writing items and assessing their properties is viable with minimal burden, but that automation for ongoing monitoring also provides an additional means of standardizing MCQ assessment items, and eliminating or controlling textual variables as a possible contributor to differential attainment between subgroups. [ABSTRACT FROM AUTHOR]

Drawing initially from practical experience of embedding equality and diversity in teaching and learning, this article considers the relevance of Sholette's idea of the 'Dark Matter' to the notion of cultural pluralism. Questioning the canonical and hegemonic practices of the art world, this article importantly posits the notion that the inclusion of minority practices in teaching and learning is not sufficient, but rather discussions of the politics of said groups are necessary for significant change. Finally, this article offers practical suggestions for achieving inclusivity, through the use of social media platforms such as Instagram, where 'Dark Matter' and the 'stars' work side by side. [ABSTRACT FROM AUTHOR]

Background Widening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations. Objectives To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK. Design A six step integrative review methodology was utilised, reviewing papers published in English from 2013–2016. Data Sources Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Review Methods Both empirical s tudies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013–2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools. Results 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Conclusions Whilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual widening participation groups rather than a wider strategic focus across the student lifecycle. [ABSTRACT FROM AUTHOR]

This article explores the way in which the UK Political Studies Association (PSA) has sought to tackle issues of inclusion within the profession. UK political science is dominated by white males, and while women have made progress, we argue this is less so for black, Asian and minority ethnic colleagues. In both cases, we view progress as likely to be limited without proactive intervention strategies. We draw on work that we have recently been doing with the PSA and offer some positive strategies for embedding this agenda within the profession. We argue that for a vibrant, pluralist and healthy political science, a diversity of academics is needed, and that learned societies and professional organisations have a key role to play in advancing this agenda. [ABSTRACT FROM AUTHOR]