The Problem. The underrepresentation of people of color in science, technology, engineering, and mathematics (STEM) has become a crisis of significant proportion. The crisis is more pronounced when we examine participation by race and gender and explore how these two primary identity dimensions serve to marginalize women of color in STEM fields. These differential representations start during the early years and continue within institutions of higher education and the workplace. The Solution. To address the absence of women of color in STEM, it is important to understand the forces that hinder and support their career development, beginning with early childhood experiences and throughout education and work environments. Interventions promoting diversity, equity, and inclusion must start in early and secondary education and continue through academia and the workplace. Stakeholders. Addressing this crisis is the responsibility of leaders of public and higher education and those of business and industry.
The Problem Although there is a surge in research on Talent management and talent development (hence forward TMD) practices across different regions, most of what we know about these topics in the United Arab Emirates (UAE) is based on government and practitioners’ reports. Nowadays, UAE is going through unprecedented times of growth. Organizations are operating in a diverse environment created by a smart government vision and practical policies that allowed the UAE to be labeled as a talent magnet destination. Still, TMD activities seem to be influenced by a two-tier system, one for Emirati nationals and another for expatriates. The question is whether the UAE is able to continue its growth through current TMD practices or whether a more strategic approach is needed to address the current TMD challenges and to meet the needs of individuals and of organizations. The Solution The purpose of this article is to provide an overview of professionals’ perspectives in different sectors about (a) the government policies, (b) current activities, and (c) challenges and contextual factors that affect the current state of TMD in the country. Once we understand the different policies, activities, and challenges, practitioners and leaders can use TMD as a source of power, or a strategy, that can lead people and organizations into success. The Stakeholders Human resources and organization development experts working in international contexts, administrators in academic institutions, and leaders in government organizations interested in HRD in the context of the UAE, will find the information presented in this study useful.
In 2015, the United Nations General Assembly established the 17 Sustainable Development Goals (SDGs) with three major global initiatives: end poverty, fight inequalities, and combat climate change. Partnership is a central component of such efforts, with the UN calling everyone to get involved in large and small ways to accomplish the SDGs. The purpose of this study was to explore if and how HRD graduate education programs in U.S. colleges and universities are engaged in critical discourse that incorporates the SDGs through course offerings and program goals. We explored the visible ways that HRD programs in higher education institutions contribute to the advancement of the SDGs’ global agenda. From our review of graduate courses at HRD Program Excellence Network (PEN) institutions, we found limited evidence of courses that significantly address HRD's role in advancing the global agenda for human rights, social justice, and environmental health.
Vocational and workforce education provide economic opportunity but often exclude or limit the participation of women. Here, we lay the foundation for developing workforce programming from a feminist perspective and building inclusion efforts within academic institutions for vocational education students and practitioners. Based on a systematic review of the literature, we present findings pertaining to three aspects of feminist pedagogy—career choice, care, and multiculturalism—as the basis for identifying the best practices for a feminist pedagogy of vocational education. We conclude with a discussion of the impact of the findings on the personal/social and political/structural qualities of education programs and provide an extensive and concrete checklist for vocational and workforce program administrators and educators to use when evaluating and modifying their programs for inclusive practices.
Purpose Vocational education and training (VET) programmes are key contributors to skill and talent development for nations worldwide, as aligned with the UN’s sustainable development goals (SDGs). The purpose of this paper is to explore gender inclusion in VET programmes from an economic feminist (EF) theoretical perspective. Design/methodology/approach This integrative literature review identified and analysed relevant empirical studies to create a more comprehensive representation of supports for global gender equity and economic growth through VET. Findings A gap exists between EF theory, human resource development and VET practices. Consequently, instructor preparation and practice do not adequately contribute to equitable workplaces beyond VET programmes. VET programmes continually struggle to create inclusive environments that support women and challenge masculinized fields and workplace norms. Research limitations/implications This paper limits empirical studies addressing gender in VET. Future empirical work should investigate the value to students, instructors and communities when masculine industry norms are reconstructed and redesigned for gender inclusivity. Practical implications VET advisors and instructors are influential in contextualizing vocational fields for students and influencing students’ career trajectories. Women need more accessible training and employment in traditional masculine industries. Originality/value This comprehensive review of gender in VET can aid in inclusivity efforts of programmes and employers and support nations’ efforts to achieve the UN’s SDGs.
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