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The question of “what works?” for organizational diversity and inclusion (D&I) has captivated practitioners and researchers for some time, but there is a lack of unifying knowledge on what interventions are effective. The purpose of this study was to investigate the impact, outcomes and quality of evidence relating to interventions used by organizations for workplace D&I to inform what works in practice and where there are still evidence gaps.

This multidisciplinary meta-review – a systematic review of reviews – summarized the effects of various practices, policies, programs and initiatives across dimensions of diversity and disciplines.

From 37 reviews over 13 years, we identified 12 categories of interventions (e.g. diversity training, de-biasing selection procedures and workplace accommodations) mapped to 22 outcomes. Workplace accommodations and job training were linked with positive outcomes in the age and disability dimensions of diversity. Diversity training was associated with comparatively higher-quality evidence, albeit its effects were largely limited to awareness and learning outcomes. The literature on recruitment, leave and compensation policies reported some mixed effects on D&I.

This meta-review provides a synthesis of the current state of evidence across multiple disciplines and diversity dimensions to guide future research and practical D&I actions. It has implications for research (e.g. greater attention needed for interventions to improve inclusion) and practice (e.g. setting realistic expectations about what change organizations can expect to achieve).

This study aimed to examine (1) whether confidence in political and health authorities predicted intention to adopt recommended health-protective behaviours and (2) whether age, gender and education level moderated the relationship between confidence in political and health authorities and health protective-behaviours (download the COVIDSafe app, wear a face mask and stay at home).

This study assessed 1,206 Australians using an online survey. Participants answered questions regarding their confidence in political and health authorities and intention to adopt health-protective measures.

Confidence in health and political authorities predicted intention to stay home and intention to download the COVIDSafe app, but not to wear a face mask in public spaces. Age moderated the relationship between confidence in authorities and intention to stay home (i.e. among respondents with less than 54 years old, confidence in authorities was associated with higher intention to stay home). Further, age and education level moderated the relationship between confidence in authorities and intention to download the COVIDSafe app (i.e. among older respondents and those with a university degree or higher, confidence in authorities was more strongly associated with higher intention to download the COVIDSafe app). The interaction between confidence and education predicted adoption of mask-wearing (i.e. among participants with a university degree or higher, more confidence in authorities was associated with higher intention to wear a mask in public spaces).

Our findings can inform the development of targeted communications to increase health-protective behaviours at early stages of future pandemics.

This article evaluates the coping practices adopted by households in East‐Central Europe following the collapse of the socialist bloc. Drawing upon the New Democracies Barometer (NDB) survey, it is here revealed that although a common assumption is that post‐socialist societies have under gone a transition to greater reliance on the market, an analysis of household coping practices provides little evidence that this is widely the case. Instead, households in most post‐socialist societies continue to rely heavily on a multiplicity of economic practices in order to secure their livelihoods with little, if any, shift over time towards the use of the formal economy in general and the market in particular. The outcome is a call for recognition and appreciation of the heterogeneous economic practices being used by households in East‐Central Europe and for greater consideration to be given to the contributions of the in formal sector in securing livelihoods.

Introduction: Recent research studies focusing on the relationship between psychiatric illness and deviant behaviour (Huselid & Cooper, 1992; Holman, Jensen, Capell, and Woodard, 1993) suggest that a behaviour that is inconsistent with sex‐role expectations, particularly when it is defined as more appropriate for the opposite sex, is seen as deviant. By implication, women's alcohol misuse falls into this category of ‘deviant deviance’. In their research on gender roles as mediators of sex differences in adolescent alcohol use and abuse, Huselid and Cooper (1992), concluded that the relationships between gender roles and alcohol use were consistent with the hypothesis that individuals with conventional gender identities conform more closely to cultural norms that condone drinking among males but not among females. In addition to heavy and problem drinking of women judged frequently to be a deviation from the traditional feminine role, it is also viewed as a rejection of the traditional feminine sex‐role and adoption of an aspect of the traditional masculine role, or both (Chomak and Collins, 1987). In their research on sex‐role conflicts in alcoholic women, when the factors of age, socio‐economic status (SES), and marital status were controlled, Kroft and Pierre (1987) observed that alcoholic women scored as more depressed and more sex‐role undifferentiated than non‐alcoholic women. Alcoholic women were also found to have a relatively traditional sex‐role ideology, and remitted alcoholics expressed less satisfaction than other groups with some traditional female roles. The presence of conflict between perceived (real) and desired (ideal) gender‐role characteristics, rather than the specific pattern or direction of the conflict, may best predict problem drinking. Similarly, the research on gender‐role attitudes, job competition and alcohol consumption among women and men, conducted by Parker and Hartford (1992), concluded that among females, the non‐traditional role of employment in non‐traditional gender‐role attitudes concerning responsibilities for household labour and child‐care were associated with greater alcohol consumption. Among the employed, traditional females and non‐traditional males had greater alcohol use. The females and males who experience conflict between competition at the work‐place and substantial obligations at home consumed a greater amount of alcohol. The results of these clashes between feminine role pattern at home and traditionally masculine roles of paid employment will be social and psychological conflicts and tensions that could adversely affect women's mental health (McBroom, 1986). In other words, many women may find it stressful to switch between more masculine role expectations in the workplace and more feminine role expectations in the home (Gerson, 1985) and some may increase their alcohol consumption to alleviate distress resulting from mismatched gender‐related role expectations and preferences (Eccles, 1987).

In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?

The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.

In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.

The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students’ movements in further associations with each other both in class and outside the walls of their school.

In this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed.

This article evaluates critically the meta‐narrative that a powerful, expansive, hegemonic and totalising market sphere is penetrating deeper into each and every corner of everyday life in the ‘advanced market economies’. Drawing theoretical inspiration from an emerging corpus of post structuralist thought that has begun to re‐read the mean ing of work, this dom i nant dis course is here challenged by re‐evaluating the nature and trajectories of work. This will reveal that the organisation of work is grounded in a plurality of economic practices of which market work represents only one segment. Nor is any evidence identified of a uni‐dimensional and linear trajectory towards a hegemonic market. In the final section, therefore, it is shown to be now necessary to engage in a politics of re‐representation of work in these so‐called ‘market’ societies so as to open them up to re‐signification.

Asks on whose behalf the black woman poet in the USA speaks, what type of language she uses and what audience she has. Points out that an earlier lack of tradition meant that originally white styles of language were used and aimed at the white audience. Looks at the rise of the blues era and the “blueswoman”. Considers the work of Phillis Wheatley, Alice Dunbar Nelson, Anne Spencer and Angelina Grimke together with Margaret Walker and singers such as Ma Rainey and Bessie Smith. Finally, outlines the development of a political era and the growing sexual freedom of black women and the impact their writings.

The purpose of this paper is to explore the emotion regulatory aspects of venting and use an attribution appraisal framework to investigate the differential impact on anger and emotional tone given a reinforcing or reinterpreting response.

This research uses a 2 (target: offender or third party)×2 (response type: reinterpret or reinforce) between‐subjects factorial design. Dependent variables are measured quantitatively in the form of a questionnaire.

This research supports the notion that venting may be used as an emotion regulatory strategy and highlights the importance of the reciprocal aspect of the venting interaction. In addition, this research underscores the importance of attributions in the venting process, in particular, the attributions used in responding to venting. This research shows that the response types (reinforcing or reinterpreting) as well as the identity of the target (offender or third party) are important determinants of anger and emotional tone.

This research employs an anger recall methodology. Future research should explore venting and responses in a live anger setting.

What is said in response to venting matters. Respondents should be aware of the attributions they use when responding to venting.

Venting may persist as a common practice because we “feel better” after the venting interaction not because we release anger.

The technical reports released by the National Transportation Safety Board, along with secondary data in the form of available public data, such as news reports, interviews and memos, were used to round out the synopsis of the case study.

This case explores the events that led up to the crash of United Airlines Flight 717 (for anonymity), in Sioux City, Iowa, on July 19, 1989, and the subsequent investigation. The case uses secondary sources to highlight the positive team interactions between the pilots that led to the crash landing not being as catastrophic as it might have been with 185 survivors in an extreme crisis scenario. The teaching note focuses on the importance of cognitive bias, psychological safety and teamwork in a crisis situation, and practical recommendations for managers at all levels.

Organizational Behavior at the undergraduate and graduate level. Leadership and Change at the graduate and graduate level.