Strategies and Insights from UC Berkeley’s Public Health Initiative

Introduction

The University of California, Berkeley, School of Public Health (BPH) is leading an effort to embed antiracist principles into its institutional framework. Through the Anti-Racist Community for Justice and Social Transformative Change (ARC4JSTC) initiative, BPH is addressing systemic racism as both a public health and academic crisis.

This article describes how the initiative redefines its culture, practices, and outcomes and underscores the university’s commitment to equity and inclusion. By tackling racism at its roots, BPH aims to dismantle barriers that have long contributed to disparities in health and education.

The authors include Amani M. Allen, PhD, an Associate Professor at the UC Berkeley School of Public Health; Ché Abram, MBA, Chief of Diversity, Equity, Inclusion, and Belonging at UC Berkeley; Navya Pothamsetty, a biostatistics consultant at Kaiser Permanente and formerly affiliated with the UC Berkeley School of Public Health; Andrea Jacobo, MPH, a Health Equity Researcher at the University of Tennessee and formerly affiliated with the UC Berkeley School of Public Health; Leanna Lewis, MSW, an Assistant Clinical Professor of Health Sciences; Sai Ramya Maddali, MPH, a Postdoctoral Scholar at the UC Berkeley School of Public Health; Michelle Azurin, MPH, a Business Project Manager at Jaswal Dream Builder and formerly affiliated with the UC Berkeley School of Public Health; Emily Chow, an affiliate of the UC Berkeley School of Public Health; Michael Sholinbeck, MLIS, the Public Health Librarian at UC Berkeley; and Abby Rincón, an educational consultant and formerly Chief of Diversity, Equity, & Inclusion at the UC Berkeley School of Public Health.

Methods and Findings

Guided by a steering committee
The ARC4JSTC initiative began with an inclusive coalition-building process to ensure representation across students, faculty, staff, and community members. A steering committee guided the effort, emphasizing shared decision-making and community ownership. This diverse group worked collaboratively to define a vision and set guiding principles centered on cultural humility, structural accountability, and collective responsibility. This initial phase laid the foundation for a coordinated effort that avoided duplication of work while fostering trust and alignment among stakeholders.

Using data to inform strategy
BPH conducted comprehensive data collection in the second phase to inform its strategies and priorities. Surveys, focus groups, and climate assessments highlighted critical areas for growth, including the need for improved racial literacy, bystander intervention skills, and faculty confidence in adopting antiracist pedagogy. The data revealed persistent disparities in the experiences of students, staff, and faculty from underrepresented groups, reinforcing the urgency of systemic change. These findings also informed the design of targeted initiatives to address the identified gaps.

Focusing on key programs
Implementation of the ARC4JSTC included several key programs aimed at fostering antiracist practices across the institution. Faculty participated in an Antiracist Pedagogy Leadership Academy, which equipped them with tools to create more inclusive classroom environments. The initiative also facilitated the creation of a new graduate course focused on racial justice in public health, which provided students with frameworks to address systemic inequities. Workforce training sessions and community-building activities helped staff develop the skills and motivation needed to contribute to the initiative’s goals. While these efforts yielded significant progress, challenges, like resistance to change and workload burdens on participants, highlighted the complexity of achieving institutional transformation.

Conclusions

The ARC4JSTC initiative demonstrates how a data-informed, collaborative approach can drive meaningful change in addressing systemic racism within academic institutions. BPH has made substantial strides toward becoming an antiracist institution by prioritizing structural transformation and embedding equity into its core practices. Given the initiative’s successes, other higher education and public health programs can learn from ARC4JSTC’s work in faculty development, curriculum redesign, and community engagement. Nonetheless, sustaining progress will require continued commitment, resources, and accountability from institutional leadership and stakeholders.

Challenges, such as resistance to change and workload burdens, must be addressed proactively to ensure the long-term success of these efforts. As BPH continues to refine its strategies and build on its accomplishments, the ARC4JSTC initiative exemplifies how institutions can lead the way in fostering justice, equity, and inclusion in education.

Beyond Compliance: Integrating DEI into the Heart of the Organization

Introduction

Many business leaders understand that diversity, equity, and inclusion are essential for their organizations. Yet, some DEI efforts fall short of their desired results. While well-intentioned, these efforts can be limited in scope, lack clear direction, and need more integration into an organization’s culture. This disconnect can leave leaders weary and uncertain while their organizations fail to address systemic inequities effectively.

Traditional approaches to DEI, such as diversity training and grievance systems, focus primarily on compliance and mitigating bias. While these efforts are essential, they sometimes lack the transformative potential needed to embed DEI ​​fully into an organization. To address this gap, the authors propose the Values/Principles Model, a framework that moves beyond single, discrete interventions. The model prioritizes four values – representation, participation, application, and appreciation – paired with seven guiding principles. It aims to provide a pathway for achieving meaningful and sustainable DEI integration.

Anselm Beach, the Deputy Assistant Secretary for Equity and Inclusion at the U.S. Department of Commerce, and Albert H. Segars, the PNC Distinguished Professor of Strategy and Entrepreneurship at the University of North Carolina at Chapel Hill’s Kenan-Flagler Business School, authored this article.

Methods and Findings

This multi-year field study tracked at 17 organizations recognized for their DEI effectiveness by Glassdoor, Forbes, and Fortune informed the Values/Principles Model (VPM). These organizations were selected for their innovative and impactful DEI initiatives, as identified by their leadership in fostering equitable and inclusive workplaces.

Through interviews with 55 executives, 33 middle managers, and 73 team members, the authors identified the model’s core values – representation, participation, application, and appreciation – along with seven guiding principles that enable the realization of these values. These principles include:

• building a moral case for DEI;
  
• encouraging willful interrogation of inequities;
  
• developing new mental models;
  
• adopting entrepreneurial leadership;
  
• ensuring accountability;
  
• being ambitious in DEI efforts; and
  
• expanding the boundary to include external knowledge and collaboration.

The findings were validated by surveys of 350 employees and additional feedback from general managers across 113 Fortune 250 companies. The research revealed a clear link between adherence to the VPM values and improved workplace satisfaction — a key metric for assessing organizational health.

Findings

Their findings demonstrated that achieving all four values simultaneously led to the highest employee satisfaction and engagement. Organizations that focused disproportionately on one value at the expense of the others saw diminished outcomes. For example, efforts to increase representation without fostering genuine participation or appreciation often led to superficial changes that failed to create meaningful inclusion. On the other hand, organizations that integrated all four values experienced deeper cultural alignment and operational effectiveness.

Examples: VPM Values in Action

Companies like Disney and Google underscored the transformative potential of the model. Disney’s inclusive brainstorming processes empowered diverse voices and resulted in improved accessibility for park guests with disabilities. Disney Imagineers used informal gatherings like poster sessions, museum tours, and park visits to discuss ideas, encouraging open collaboration and ensuring every participant, regardless of their role, had the opportunity to share input and contribute creatively. Similarly, Google’s commitment to inclusive design in machine learning engendered empathy and cultural responsiveness, setting a new standard for how technology serves global communities. Google’s inclusive design in machine learning involves training algorithms to recognize diverse features, such as skin tones, body types, and cultural attire, ensuring their tools and platforms accurately represent and serve users from all backgrounds.

In addition, the Mayo Clinic improved healthcare delivery in underserved communities by engaging directly with patients in familiar settings and using digital platforms for better communication. Marvel Comics demonstrated how thoughtful representation can transform storytelling, creating new opportunities by introducing diverse characters with rich backstories.

Conclusions

The Values/Principles Model offers a roadmap for organizations seeking to advance DEI in a meaningful and sustainable way. By simultaneously focusing on representation, participation, application, and appreciation, the model ensures that DEI efforts go beyond surface-level gestures and become integral to organizational identity and success. Its guiding principles provide the tools for leaders to reimagine and rebuild systems, enabling equitable practices and fostering an inclusive culture.

Sustainable change requires lasting dedication, fresh ideas, and a shared effort across the company. Therefore, organizations that use the Values/Principles Model can tap into their team’s full abilities, spark greater creativity, and help build a fairer society. By choosing this model, businesses set themselves apart in DEI and create workplaces where everyone can succeed.

Uncovering Bias in Educational Data Through QuantCrit

Introduction

The s͏tudy examines ho͏w pr͏i͏ncip͏les ͏from a ͏critical the͏o͏re͏ti͏cal framew͏ork can ͏be͏ int͏egra͏ted with ͏q͏uantitative rese͏arch ͏m͏ethods ͏to ͏cha͏llenge tr͏adit͏i͏ona͏l norms i͏n ed͏ucational da͏ta analy͏sis.͏ It ͏focu͏s͏es on add͏ress͏i͏ng racial inequ͏ities in͏ education by investigating how͏ numbers, ͏which ͏are͏ ofte͏n perceive͏d as n͏eu͏tral, ca͏n instead͏ perpetu͏ate biases. Th͏e study revi͏ews͏ m͏ultiple empiri͏cal papers to ͏exa͏mine ͏how res͏earchers are i͏m͏plemen͏ting a race͏-͏conscious͏ cri͏tique o͏f quantit͏ative͏ m͏eth͏ods, exp͏loring the ͏li͏mi͏tat͏ions of estab͏lished͏ data categories, and interrogating the implic͏ations o͏f c͏e͏nt͏ering cer͏tai͏n racial groups in compariso͏n͏. This framework, called quantCrit (Quantitative Critical Race Theory), critiques the supposed neutrality of data, questions the objectivity of statistical methods, and examines how they can unintentionally reinforce racial biases.
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The significance of this research lie͏s i͏n i͏ts͏ ͏potential͏ to change the fiel͏d of͏ e͏ducati͏onal r͏esearc͏h as a whole by ensuring that qua͏ntitative data does not ͏obscure or reinforce sy͏ste͏m͏ic inequities. By͏ questioni͏n͏g the o͏bjecti͏ve nat͏ure͏ of numbers and statist͏ical methods͏, the͏ study pushes for a more͏ inclusive appro͏ach to a͏nalyzing educ͏a͏tiona͏l dispa͏riti͏es͏. The fr͏a͏mework ͏applied h͏ere͏ i͏s especially i͏mpo͏rtant in͏ li͏ght ͏of ͏its potential ͏to bolster more equitable pol͏icy͏ reforms, through the use of educational͏ r͏es͏ear͏ch more attuned ͏to th͏e ͏realities of racial and socia͏l ͏inequities.͏

This study was authored by Wendy Castillo, an assistant professor in Urban Education and Quantitative Methods at Montclair State University, and Nathan Babb, a lecturer in data analysis at The George Washington University.

Methods and Findings

The study utilizes a systematic literature review methodology, encompassing a range of empirical research published over twelve years. Key data sources were rigorously screened, leading to the selection of studies that explicitly employed quantCrit principles to provide a race-conscious critique of traditional quantitative methods. The authors analyzed how these papers addressed researcher positionality, the role of community engagement, and the challenges posed by conventional racial categorizations in the context of quantCrit.

Findings from the review revealed that many researchers are beginning to adopt innovative methods consistent with quantCrit, such as disaggregating data based on nuanced racial and social variables, engaging with affected communities, and using intersectional approaches to data analysis.Common themes across the studies included challenges in creating equitable data categories, the importance of addressing systemic racism through structural rather than individual lenses, and the persistent reliance on traditional quantitative methods that may inadvertently reinforce inequities. These findings highlight both progress and ongoing gaps in the field’s efforts to align with quantCrit principles.

However, the study found persistent challenges in fully enacting quantCrit principles. For example, many studies still default to centering white populations as the majority racial group in their comparative analyses, and only a fraction of the works reviewed acknowledge researcher bias through positionality statements. These gaps underscore the need for more comprehensive methodologies that align with the goals of racial equity as envisioned by quantCrit.

Conclusions

The authors recommend advancing the field of quantitative educational research by pushing for deeper engagement with underrepresented racial groups and developing more sophisticated tools to analyze systemic inequities that align with the goals of the framework of quantCrit. Future research should incorporate more explicit measures of how race influences social outcomes and continue to critique conventional data practices. They advocate for researchers’ consistent use of reflexive statements, acknowledging how their personal and social contexts influence their work, which is central to quantCrit methodology.

The conclusions from this study hold relevance for scholars committed to anti-racist practices in education. By challenging the neutrality of traditional quantitative methods through quantCrit, the study calls for educational research to play a more active role in dismantling racial inequities. These findings offer a path forward for integrating critical race perspectives into quantitative research, prompting the field to adopt more equitable methodologies and make meaningful contributions to social justice-oriented policy reforms.

Beyond the Box Office: Ava DuVernay’s Socially Conscious Film Financing

Introduction

The case explores how filmmaker Ava DuVernay and her company, Array, disrupt norms in film financing, production, distribution, and marketing by creating more equitable opportunities for women and people of color. DuVernay values cultural and social impact, resulting in partnerships with philanthropic organizations and private donors to achieve her productions’ desired cultural and social outcomes.

Array encompasses multiple initiatives like Array Releasing, Array Filmworks, and Array Alliance, all dedicated to amplifying the voices of diverse filmmakers. Through these initiatives, the company pushes for a more inclusive film industry by offering platforms for creators whose work might otherwise go unseen in mainstream media. This case study delves into how Array’s financial model provides an innovative, socially conscious alternative to the conventional profit-driven approach of major studios. It provides insights into how the entertainment industry can better achieve diversity and inclusion in its operations. Additionally, this case offers an example of how business strategy and social entrepreneurship can intersect to reshape the media landscape.

Anita Elberse, the Lincoln Filene Professor of Business Administration at Harvard Business School, and Morgan Brewton-Johnson, a recent Harvard Business School graduate and current Chief of Staff to the CEO and Founder at Copper, authored this case.

Methods and Findings

Data coll͏ec͏ti͏on ͏f͏or th͏e case ͏i͏n͏volved e͏xam͏ining͏ ͏financ͏ial agreeme͏n͏ts͏, proje͏c͏t re͏ports, ͏and interviews wit͏h stakeh͏olders,͏ inclu͏ding p͏hi͏la͏nthrop͏i͏c ͏organiz͏ations (e.͏g., For͏d Fo͏u͏nda͏tio͏n͏,͏ Emerso͏n ͏Col͏le͏cti͏ve) an͏d͏ ͏private͏ don͏ors. iInsights garnered from these interviews we͏re use͏d to docume͏nt DuVernay’s innovative ͏fin͏anc͏i͏ng strategy͏, ͏which ͏combined phi͏lanth͏ropy͏ w͏i͏th private invest͏ment to rais͏e͏ over $35 million ͏for her film ͏O͏rigi͏n.͏ This fundi͏ng approach ͏was s͏upplemented by an additional $5 mil͏lion͏ f͏rom͏ DuVe͏rn͏ay’s comp͏any, Array.͏ T͏he model was structured to pr͏ioritize ͏social and c͏ultural i͏mpac͏t ͏over traditio͏nal financ͏ial re͏tur͏ns͏, of͏fering ͏a͏ new pathway for financi͏ng ͏films ͏with a strong fo͏cus on eq͏uity an͏d inclusion.

The findings from this case study indicate that this fi͏n͏ancing model gave DuVerna͏y greater creative freedom, en͏ab͏lin͏g h͏er to focus on socially c͏onsc͏ious stor͏yt͏ell͏ing without the usual pres͏sures of͏ commercial success. A͏ ͏clear ͏correlat͏i͏on w͏as͏ o͏bserved between th͏e͏ ͏involvement of phila͏nthropic org͏aniz͏ati͏ons an͏d the͏ abi͏lit͏y to produc͏e fil͏m͏s ͏that ch͏allen͏ge the conventi͏onal͏ s͏tr͏uctu͏res of ͏Hol͏lywood and͏ u͏plift a͏ diverse set of voices. By aligning t͏h͏e ͏finan͏c͏i͏al ͏backing with͏ goals focused on social justice and representation͏, DuVern͏ay could si͏deste͏p͏ ͏the t͏radit͏i͏onal͏ studio͏ gat͏ekee͏pe͏rs ͏and maintain con͏tr͏ol over the c͏reative directi͏o͏n o͏f O͏rigin. Thi͏s a͏pp͏roach ͏allo͏wed for i͏nnova͏t͏ive sto͏rytel͏lin͏g ͏and supp͏o͏rted broader͏ goals of incre͏asing div͏ersity ͏a͏n͏d͏ ͏inclusion in the fi͏lm͏ industry by amplifying the voices of underrepresented groups, challenging traditional Hollywood structures, and using film as a tool for social justice.

The collaboration between philanthropic organizations and private investors, as demonstrated in DuVernay’s financing strategy, highlights how innovative funding models can not only support socially conscious storytelling but also lay the groundwork for systemic changes in industry norms and potentially influence broader policy efforts aimed at equity and inclusion in media.

W͏hile the st͏udy͏ highlights ͏several͏ challenges a͏ssocia͏ted w͏it͏h this m͏odel, pa͏rti͏cularly in managing cas͏h flo͏w ͏and͏ reconcili͏ng the differing expectations of investors and grantors, it ͏al͏s͏o s͏ugg͏ests that͏ Du͏Vernay’s f͏inancing model could ͏serv͏e͏ as a͏ ͏blueprint for other ͏fi͏lmmakers͏. The model faces difficulties in balancing the financial expectations of investors with the social goals of grantors, alongside the challenge of securing consistent funding without the support of traditional studios. However, by p͏rioritizing social and cultural outcomes over profit, ͏this approach has the potential to d͏is͏rupt traditional industry practices and ͏i͏n͏s͏pire a new wave o͏f͏ filmmaker͏s se͏eki͏ng to make a social impact t͏hrou͏g͏h their work.͏

Conclusions

Ava DuVernay’s͏ Origin ͏exemplifies a͏ ͏finan͏cing mo͏del ͏that combine͏s ph͏ilan͏th͏ropic ͏fund͏i͏ng with ͏private in͏ve͏stme͏nts, e͏mphasizi͏ng ͏cultural and soci͏a͏l͏ impact ͏over profit. B͏y se͏curin͏g $35 m͏illion from major͏ org͏an͏izat͏i͏ons ͏like͏ the͏ Ford Foundation and ͏Em͏e͏rso͏n͏ Col͏le͏ctive, Du͏Ver͏nay byp͏assed tradit͏ion͏al Hollywo͏od systems͏, ͏al͏lo͏wing for greater ͏creative freedom and focus͏ing on stories o͏f diverse voices. This a͏pproach not onl͏y ͏provid͏ed the neces͏sary fina͏ncia͏l support but also aligned ͏t͏h͏e͏ ͏film’s mi͏ssion ͏with ͏th͏e v͏alues of social justic͏e and r͏e͏pr͏esentation, thus di͏sru͏pt͏ing H͏ollywood’s entrenched norms. ͏This case study highlights how this financial model can be a ga͏me-c͏ha͏ng͏er for fi͏lmmake͏rs from ͏margina͏lized communiti͏es trying to produce films and media outputs in a traditional Hollywood setting.

Th͏ese fi͏ndings a͏ls͏o show that ͏DuVernay’s fi͏nanci͏n͏g st͏ructu͏re serves͏ as a pote͏nt͏ial bl͏uepr͏int ͏for fu͏ture soc͏ia͏lly consciou͏s filmma͏king͏ – a pat͏hw͏ay for fi͏lmm͏ak͏ers to main͏t͏ain co͏ntrol o͏ver ͏the͏ir ͏narrat͏iv͏es͏ whil͏e advancing equity͏ ͏an͏d i͏nclusion w͏ithin the indust͏r͏y. The c͏ollaboration be͏tween philanthro͏py͏ and film-making organ͏izati͏ons demonstrate͏s how f͏unding mode͏ls can contrib͏u͏te to systemic ͏c͏ha͏nge, potential͏ly influen͏ci͏ng ͏poli͏cy e͏fforts i͏n ͏support of more diverse ͏s͏t͏oryt͏ellin͏g. The long-term͏ implication is that this funding model could be ͏scaled to empower more͏ filmmakers from underrepresented backgrounds.

The Role of Black Primary Care Physicians in Reducing Health Disparities

Introduction

This study evaluates the links between Black representation among primary care physicians (PCPs) and health outcomes for Black individuals in the United States. It investigates whether having higher levels of Black PCP representation at the county level is linked to higher life spans and lower mortality rates of Black individuals; the study also explores whether Black PCP representation at the county level mitigates health disparities between Black and white individuals.

The study utilizes county-level data, including poverty rates, uninsured rates, and median home values, across three years – 2009, 2014, and 2019 – for evaluating the effects of Black PCP representation on Black life expectancy and mortality.

The study’s importance lies in its implications for health equity and public health policy. The authors mention past studies showing greater availability of primary care services in communities being linked to better population health outcomes, including longer lifespans and lower levels of mortality. However, differences in health outcomes still persist between Black and white individuals. Therefore, by focusing on the relationship between Black PCP access and Black health outcomes, this research increases the field’s understanding regarding the influence of a higher prevalence of Black PCPs on health outcomes for Black individuals within a respective geographic area.

The authors of this study include John E. Snyder, Director of the Office of Planning Analysis and Evaluation at the Health Resources and Services Administration within the U.S. Department of Health & Human Services (HHS); Rachel D. Upton, Senior Health Scientist at the Office of Planning, Analysis, and Evaluation at the Health Resources and Services Administration (HRSA); Thomas C. Hassett, Health Scientist at the Office of Planning, Analysis, and Evaluation at the Health Resources and Services Administration (HRSA); Hyunjung Lee, Health Equity Data Analyst at the Office of Health Equity at the Health Resources and Services Administration (HRSA) and Research Scientist at the Oak Ridge Institute for Science and Education; Zakia Nouri, Senior Research Analyst at Workforce Studies at the Association of American Medical Colleges; and Michael Dill, Director of Workforce Studies at the Association of American Medical Colleges.

Methods and Findings

Methods

This study uses a cohort design, meaning it observes a group of participants over a period of time. County-level data were collected for three years: 2009, 2014, and 2019. Data sources included: 

• The American Medical Association (AMA) Physician Masterfile which provides details about physician characteristics and where they practice;
• Databases from the Association of American Medical Colleges (AAMC) that contain self-reported race and ethnicity information about physicians; and
• County-level population data on race and ethnicity, which were derived from 5-year estimates from the Census Bureau’s American Community Survey.

Counties included in the study were required to have at least one Black PCP in one or more of the specified years. Out of the 3142 Census-defined U.S. counties, 1618 counties met this requirement and were included in the analysis while the rest were excluded due to the absence of Black PCPs. The main variable studied was the proportion of Black PCPs to Black population in each county, known as the community representativeness ratio. The study’s main measures were age-adjusted life expectancy, mortality rates for Black individuals, and disparities in mortality rates between Black and white individuals. 

To evaluate the association between Black PCP representation and the aforementioned outcome measures, the researchers utilized mixed-effects growth models. These models allowed the researchers to analyze data change over time and across different groups and include both fixed effects (consistent across all observations) and random effects (varying across different groups). The analysis controlled for factors such as poverty rates, uninsured rates, and rural or urban status among others.

Findings

The study found that having a greater representation of Black PCPs within a given county was associated with improved health outcomes for Black individuals. Specifically, a 10% increase in Black PCP representation was linked with an increase in life expectancy by approximately 31 days and a decrease in mortality rates by approximately 13 deaths per 100,000 Black individuals. In addition, higher levels of Black PCP representation were associated with a decreased disparity in mortality rates between Black and white individuals within a given county. Furthermore, the study’s analysis revealed that the association between Black PCP representation and life expectancy was even stronger in counties with higher poverty levels.

Ultimately, these findings show a positive association between Black PCP and improved health outcomes for Black people and suggest the need for strategies to increase the presence of Black primary care physicians to potentially reduce health inequities and improve overall public health.

Conclusions

The findings suggest that having higher ratios of Black PCPs within a given county is associated with better health outcomes for Black people. Specifically, the study demonstrates that a higher proportion of Black PCPs is associated with longer life expectancy and lower mortality rates among Black individuals. The Black-white mortality disparity reduces in counties with higher ratios of Black PCPs, as well. This beneficial effect is more pronounced in areas where poverty rates are higher, which suggests that the benefits of higher of Black PCPS are amplified more in socioeconomically disadvantaged areas.

Based on the study’s findings, the authors recommend targeted investments and policies aimed at increasing the number of Black PCPs, particularly in underserved and high-poverty areas. Strategies could include expanding support for medical education programs that recruit and train Black students, as well as implementing retention initiatives to ensure these physicians remain in practice within these geographic areas.

Diversity Washing in Public U.S. Corporations: Prevalence and Impact

Introduction

Diversity washing happens when firms claim they are committed to diversity, equity, and inclusion (DEI), but their hiring practices do not reflect these commitments. This study assesses the prevalence of ‘diversity washing’ in company financial reports and its implications on shareholders and regulators. 

The study evaluated over 1.4 million financial and DEI-related disclosures of U.S. public corporations to examine the extent of diversity washing and its effect on investors as well as regulators. This timely publication illustrates how false DEI disclosures might affect investor choices, like misleading statements from firms about their DEI initiatives which result in higher environmental, social, and governance (ESG) scores and attract more investment from institutional investors with an ESG focus; it also contributes to broader research on corporate transparency and accountability in ESG practices.

The authors include Andrew C. Baker, Associate Professor at Berkeley Law School; David F. Larcker, James Irvin Miller Professor of Accounting at the Graduate School of Business, Stanford University, Senior Faculty at the Hoover Institution, and Research Fellow at the European Corporate Governance Institute; Charles G. McClure, Assistant Professor of Accounting at the Booth School of Business, The University of Chicago; Durgesh Saraph, Independent Scholar; and Edward M. Watts, Assistant Professor of Accounting at Yale School of Management.

Methods and Findings

Methods

For this analysis, almost all U.S. public corporations within 2008 to 2021 are included, and more than 1.4 million documents were evaluated. The researchers gathered firm-level financial and equity data from the Center for Research in Security Prices (CRSP) and Compustat. Environmental, social, and governance (ESG) ownership proxies were obtained from mutual fund holdings data, while Violation Tracker information on firm misconduct (i.e., violations related to DEI hiring practices, including discrimination-related offenses identified by the Equal Employment Opportunity Commission, as well as other adverse human-capital outcomes and negative ESG-related events) was sourced through Goodjobsfirst. The firm misconduct in this study, sourced through Goodjobsfirst’s Violation Tracker, encompasses regulatory violations across various domains, including labor, employment, and environmental issues.

DEI commitment was measured based on the frequency of DEI terms in financial disclosures, identified using a dictionary-based algorithm. The algorithm was derived by creating a list of words related to DEI from different online DEI dictionaries and deleting words that have alternative meanings not linked with DEI. To ensure accuracy, research assistants reviewed sentences containing these terms to confirm their relevance to DEI initiatives. The resulting dataset was analyzed using various statistical methods, including regressions and fixed effects models, to identify links between DEI disclosures, workforce diversity, and market outcomes.

Findings

The study found statistically significant discrepancies between companies’ DEI commitments and the actual levels of diversity within their workforce. Companies with greater frequency of DEI discussions in their financial reports had lower levels of actual workforce diversity (i.e., female and non-white employees) compared to firms who discussed DEI less frequently. These firms also experienced higher turnover of female and non-white employees, more discrimination-related fines, and other adverse human-capital events. Despite these outcomes, diversity-washing firms received higher ESG scores from commercial rating organizations and attracted more investment from ESG-focused investors.

Furthermore, the study uncovered that firms engaging in diversity washing tended to have weaker governance structures, such as boards lacking diversity and independence, and less transparent reporting practices, such as not disclosing detailed DEI metrics or using vague language in DEI reports, when compared to firms that discuss DEI in amounts that are commensurate with their actual diversity levels. Frequently, the diversity-washing companies placed more importance on short-term financial performance rather than long-term sustainability and equity. 

The researchers found that this misalignment between public DEI commitments and actual workforce practices not only undermined trust among employees and investors, but it also posed reputational risks. For instance, many firms, previously lauded for their DEI efforts, were discovered to be engaged in substantial discrimination lawsuits and labor conflicts. The authors highlight a need for establishing more stringent benchmarks and independent verification of DEI claims to hold companies accountable for upholding their DEI promises.

Conclusions

The study’s findings highlight the prevalence and implications of diversity washing in corporate DEI disclosures. The authors recommend enhanced regulatory oversight and enforcement to ensure the accuracy of DEI reporting and to hold firms accountable to their public commitments. They also suggest that investors and stakeholders critically evaluate DEI disclosures and seek independent verification.

Empowering Youth and Shaping an Ethical AI Future

Introduction

With trends revealing the general populace’s growing use of Artificial Intelligence (AI), it is becoming more evident that we, as a society, are becoming dependent on AI.   Given the increased use of AI, it is important to note that AI technologies also possess inherent social and cultural biases that reflect and perpetuate existing societal problems. Young people, ages 12-18, are some of the most frequent users of AI; however, they are not engaged in discussions centered on AI’s biases, the real-world implications of those biases, and the ethics of AI systems. 

This paper examines how young people engage with artificial intelligence, specifically the interpretation and management of algorithmic biases. The research challenges a common narrative that young people are only consumers of technology who do not have the knowledge and interest to relate to technology’s moral or technical implications. This research proposes that young people are capable of thinking about the consequences of using AI from different perspectives. Researchers were interested in knowing what young people think about AI, identifying AI-associated biases, and suggesting ways to reduce these biases,  which would foster fairer AI technologies.

Jaemarie Solyst is a PhD candidate at Carnegie Mellon University affiliated with the Human-Computer Interaction Institute. Ellia Yang is an undergraduate student studying computer science and human-computer interaction at Carnegie Mellon University.  Shixian Xie is a PhD student at Carnegie Mellon University affiliated with the Human-Computer Interaction Institute. Amy Ogan is an associate professor of learning sciences affiliated with the Human-Computer Interaction Institute at Carnegie Mellon University. Jessica Hammer is an associate professor and the director of the Center for Transformational Play at the Human-Computer Interaction Institute at Carnegie Mellon University. Motahhare Eslami is an assistant professor affiliated with the Human-Computer Interaction Institute at Carnegie Mellon University.

Methods and Findings

The participants included students(from first through twelfth grade) and their parents,  primarily from backgrounds that are underrepresented in technology, including Black communities, non-binary users, and women. The participants engaged in a series of interactive workshops and discussions exploring the concepts of bias and discrimination in technology, examined case studies, and critically analyzed social media platforms. The study found that youth were able to explain their understanding of bias and discrimination on social media platforms, including how algorithms perpetuate these biases.

Furthermore, participants discussed strategies for mitigating and eliminating bias, as well as advocating for more equitable AI. Drawing on their experiences and insights, the participants framed the concept of fairness within the context of algorithms. Their solutions, which blended creativity with practicality, showed that they understood the ethical dilemmas in AI. The participants proposed various recommendations, from technical fixes like strengthening bias detection algorithms to broader societal and educational initiatives such as developing comprehensive AI education programs and promoting public dialogue on algorithmic accountability.

Ultimately, these findings contradict the belief that young people possess no interest or ability to confront complex moral and technological dilemmas. Instead, this study illuminates an opportunity for ways young people can become active participants in building or critiquing AI technologies. The study participants’ insights could lead to more equitable and thoughtful development processes for AIs.

Conclusions

The study underscores how young people can help shape AI, and argues that with the inputs of youth, fairness and inclusivity of AI will be protected, advocating for increased participation of young people in AI design. By actively involving youth in the discourse around AI ethics and development, their unique perspectives and innovative ideas challenge biases and ensure that AI systems are more representative of and responsive to the diverse needs of society. This study highlights the importance of educational programs that help empower young people with tools for critically examining, evaluating, and contributing to AIs, thereby fostering an informed and ethically aware generation engaged in creating or interacting with such technology.

Evaluating Antiracism Training for College Students

Introduction

Scholars note that allies play a significant role in undermining and dismantling systemic barriers, with research showing that effective allyship can lead to significant reductions in racial bias. The authors purport that allyship requires a commitment to social justice, the establishment of genuine relationships with those from other identity groups, and a dedication to accountability within these communities. In addition, the authors assert that the necessity for racial allyship, particularly from white individuals towards Black communities, is underscored by historical social movements, like the Civil Rights Movement, where white allies were integral co-conspirators in the fight against racial segregation. 

In the wake of this history, the authors studied the impact of a Racial Harmony Workshop program at a large public university in New England. The purpose of this research study was to examine white university students’ allophilia — positive, anti-prejudiced attitudes towards different racial groups — and interpersonal allyship behaviors towards Black students, as a result of anti-racism training.  

The researchers are  Monnica Williams, PhD and Sophia Gran-Ruaz. Williams is a clinical psychologist and Professor at the School of Psychology at the University of Ottawa. Gran-Ruaz is a PhD Candidate in clinical psychology at the University of Ottawa. 

Methods and Findings

This report investigates the outcomes of two diversity workshops on allophilia and allyship. Allophilia is having positive feelings towards members of an outgroup, characterized by affection, comfort, kinship, engagement, and enthusiasm. Allyship, as defined by the authors, is the active support and promotion of social justice, involving genuine relationships with marginalized communities and a commitment to accountability within these communities.

The report examines five behavioral dimensions of allophilia, which include comfort, kinship, affection, engagement and enthusiasm, to determine whether they change as a result of these workshops. In addition, the study tested whether the workshops increased engagement in allyship from white students towards Black students.  

Participants were selected from a large public university and randomly assigned to one of two groups: (1) intervention group – those who attended a Racial Harmony Workshop (RHW) developed by Monnica T. Williams and her colleagues, facilitated by one white individual and one person of color and (2) control group. The RHW was an educational and experiential learning workshop which addressed themes including stereotypes, racial identity development, and systemic racism. The workshop included discussions on pathological stereotypes, automatic racial/ethnic bias, and the role of white individuals in dismantling racism. Participants engaged in mindfulness exercises, small-group interracial interactions, and activities designed to promote social connectedness and empathy.

Conversely, the control group had conversations about The Color of Fear, a documentary where eight men of different racial and ethnic identities discuss their personal experiences and perceptions of racism in America.

The researchers used Pre-, Post- and One-Month measures were taken using the Allophilia Scale and the Interpersonal Racial Allyship Scale, serving as indicators to assess the effectiveness of the antiracism training workshops in enhancing allophilia and allyship. 

Improvement in allophilia was found by the study among those who attended the RHW. These improvements were documented in the scale dimensions of comfort, kinship, engagement, and enthusiasm towards Black students. Yet, the increase in affection was not statistically significant. Furthermore, the RHW participants demonstrated a significant increase in allyship towards Black students immediately following the workshop. However, this effect was not sustained at one-month follow up. In contrast, the control group showed no notable changes in any of the five dimensions of allophilia immediately after or at the one-month follow up. Additionally, during the one-month follow up, it was found that the control group’s allyship scores decreased below pre-workshop levels.

Conclusions

This research focuses on the transformation of attitudes and behaviors of white college students towards Black students through antiracism training. The Racial Harmony Workshop (RHW) offered at a large public university studied showed greater improvements in measures such as comfort, kinship, and engagement when compared to discussions provoked by a film that explores individual experiences and perspectives with racism. Nevertheless, developing effective and accountable allies is an ongoing journey that requires continuous self-reflection and intentional action for its efficacy – thus, the long term impact of these training methods needs to be assessed beyond one month. 

The influence of employee perceptions of organizational diversity practices on employee behavior

This authors examine how employees’ views on an organization’s ethical approach to diversity influence their behavior and their perceptions of their ethical virtue.

Introduction

In the past, organizations often prioritized diversity as a result of legal implications or due to perceived business advantages. Recently, there has been a shift. Now, organizations increasingly view diversity through an ethical lens; it is an organization’s ethical responsibility to treat its employees fairly and create a welcoming environment for everyone. 

This report delves into the inclusion and organizational ethics literature to explore the relationship between employees’ views of their organization’s approach to integrating and learning from diversity and two key employee outcomes: (1) organizational citizenship behavior and (2) interpersonal workplace deviance.

Tanja Rabl is a Chair of Human Resource Management, Leadership, and Organization at Technische Universität Kaiserslautern. María del Carmen Triana is the Cal Turner Center Chair, Professor of Management at Vanderbilt University. Seo-Young Byun is an Assistant Professor of Management at Ball State University. Laura Bosch is a Chair of Human Resource Management, Leadership, and Organization at Technische Universität Kaiserslautern.

Methods and Findings

The study was carried out in both the United States and Germany, which allowed  for a comparative analysis of diversity management perceptions across countries. The research took place over different periods, with the U.S. study conducted in 2014 and the German study in the first quarter of 2015. 

The study employed a two stage, online survey data collection method. In the first stage, employees responded to questions regarding their perceptions of: (1) an organizational integration and learning approach to diversity and (2) their personal value for diversity. During the second phase, which was conducted a month later, the same employees provided details on their perceptions of the organization’s ethical virtue (including how the organization treats employees and whether it fosters a supportive environment), their engagement in organizational citizenship behavior directed towards their company (e.g, attending optional events that help the organizational image) , and instances of interpersonal workplace deviance (actions such as harassment and bullying). To bolster the study’s reliability and reduce biases (e.g., social desirability bias where employees might report themselves in a more favorable light) that are commonly associated with survey-based research, a paired participant who knew the employee well also completed a similar survey where the employee is the focus (e.g., the survey asked the paired participant if the employee exhibited organizational citizenship behavior). By obtaining perspectives from someone other than the employee, the study aimed to gather a more objective view of the employee’s behaviors and attitudes, and help reduce confirmation bias.

Key insights of the report include: 

• Organizational Integration and Learning Approach to Diversity. Employees often see positive outcomes, like increased innovation and customer satisfaction,  when companies use strategies that embrace diversity and encourage learning, including fostering inclusion and utilizing diverse perspectives.
• Perceptions of Organizational Ethical Virtue. Employees tend to view their organization as more ethically virtuous when they believe it has a positive approach to diversity. Furthermore, employees that highly value diversity strongly associate an organization’s diversity approach with its ethical virtue. 
• Impact on Organizational Citizenship and Deviant Workplace Behavior. When a company’s ethical culture is shaped by good diversity management, it leads to an increase in  positive behavior from employees towards the organization, which in turn results in less harmful behaviors at work, such as bullying and harassment.  

Conclusions

The findings show that when employees view their company as both ethical and dedicated to diversity, it has a positive effect on their work behavior. They become more inclined to support the organization and less likely to participate in deviant workplace behaviors while at work. In addition, employees who personally place a high value on diversity respond even more positively to organizational diversity efforts.

Acknowledging and learning from Black women’s leadership in education to promote antiracism

Introduction

Black women have faced unique challenges in educational leadership due to systemic racism and sexism; their roles and contributions in this space have often been minimized and overlooked for decades. This paper illuminates the leadership roles of Black women in educational settings by focusing on the historical actions of Black educational leaders, their epistemological perspectives (e.g., Black feminist thought), and their ontological characterization (i.e., inherent qualities and capabilities of Black women in leadership roles)  in resisting anti-Black racism.

In line with recent efforts to amplify diverse voices in educational leadership, this paper acknowledges the pressing need to address the intersectional challenges faced by Black women in educational leadership roles. It highlights the effect of Black women educators and leaders on communities of color; their work has been pivotal in shaping educational policies and practices, including by resisting segregationist policies and encouraging critical thinking and activism. By focusing on the experiences, methodologies, and contributions of Black women in educational leadership, this research provides a robust understanding of their impact. 

April L. Peters is  Associate Department Chair and Associate Professor in the Department of Educational Leadership and Policy Studies at the University of Houston. At the time of publication, Angel Miles Nash was an Assistant Professor at Chapman University and is now a Program Officer at The Wallace Foundation.

Methods and Findings

The paper uses qualitative research methods to explore the experiences and leadership styles of Black women in education. The narratives of Black women leaders serve as the primary data source, offering detailed insights into their experiences, challenges, and strategies. The paper also uses the narrative methodology; this approach was chosen for its ability to capture the unique voices, perspectives, and experiences of Black women leaders. 

The researchers found that Black women educational leaders:

• Use the Intersectional Leadership Framework. Black women leaders integrate their understanding of race, gender, and other identities into their leadership practices. 
• Are Resilient. Black women leaders navigate the complexities of sexism and racism in educational settings. Their leadership approaches are informed by personal experiences, family influences, educational backgrounds, and professional interactions. Reflecting a deep understanding of and commitment to the communities they serve, Black women leaders prioritize community upliftment, equity, and advocacy.
• Face Unique Challenges. The findings highlight the specific challenges Black women face in leadership roles, including combating anti-Blackness (e.g., advocacy against anti-Blackness)  and systemic inequities in schools and communities (e.g., disrupting cultural and social practices such as sexism). Black women leaders use various tools, such as spirituality, social networks, and advocacy to navigate these challenges.
• Have a Profound Impact on the Field. The research highlights the impact of Black women’s leadership in creating more inclusive and equitable learning environments. Their leadership styles reflect a deep empathy for students and a commitment to providing opportunities and support. For example, Black women leaders have countered anti-Blackness and resisted oppressive educational norms and policies.

Conclusions

The paper illuminates the need for educational systems and policies to acknowledge and support Black women leaders. By highlighting the unique challenges and important contributions of Black women leaders and the importance of utilizing intersectional, antiracist, and anti-sexist leadership models in educational leadership, the paper shows what’s needed for equitable and inclusive education to be achieved where all students, including historically underserved students, can succeed.