According to a survey conducted in 2023, 78 percent of employed adults who were Black believed that focusing on increasing diversity, equity, and inclusion at work was a good thing in the United States while 47 percent of employed adults who were White shared this belief.

We investigate the empirical relationship between ethnicity and culture, defined as a vector of traits reflecting norms, values, and attitudes. Using survey data for 76 countries, we find that ethnic identity is a significant predictor of cultural values, yet that within-group variation in culture trumps between-group variation. Thus, in contrast to a commonly held view, ethnic and cultural diversity are unrelated. Although only a small portion of a country's overall cultural heterogeneity occurs between groups, we find that various political economy outcomes (such as civil conflict and public goods provision) worsen when there is greater overlap between ethnicity and culture.

Bank of America's workforce has undergone a significant shift in racial diversity over the past six years. The share of white employees decreased from 53.2 percent in 2019 to 47.2 percent in 2024, marking a notable change in the company's demographic composition. Meanwhile, the representation of Hispanic, Asian, and Black racial groups grew steadily. The second-largest racial group in the observed period was Hispanic, whose share increased from 17.9 to 19.2 percent.

Diversity, Equity, Inclusion, and Accessibility (DEIA): In FY 2022, DHS approved the FY 2022-FY 2026 ICE DEIA Strategic Plan and Directorate Implementation Plans, which illustrates why creating a diverse and inclusive workforce is fundamental to ICE’s continuing ability to perform its critical mission efficiently and effectively. During this time, DEIA policies issued to the ICE workforce included the ICE Anti-Harassment Policy, the Diversity Policy, and the Civil Rights and Civil Liberties Policy. Additionally, ODCR, in collaboration with OHC, drafted new requirements for ICE to mandate diverse interview panels when filling supervisory positions via the competitive procedures in support of the DHS Secretary’s priority to advance DEIA.

Explore demographic data on the Massachusetts executive branch workforce. Track our progress toward our goals to reflect the diversity of the people we serve, and to stand out as an employer of choice.

In 2021, 35 percent of global employees belonging to the Boomer generation considered their workplace to be very/extremely diverse. According to the Global Consumer Trends report on Diversity, Equity, and Inclusion by Dynata, 51 percent of Gen Z or Millennial employees found their workplace diverse.

Report on Demographic Data in New York City Public Schools, 2020-21Enrollment counts are based on the November 13 Audited Register for 2020. Categories with total enrollment values of zero were omitted. Pre-K data includes students in 3-K. Data on students with disabilities, English language learners, and student poverty status are as of March 19, 2021. Due to missing demographic information in rare cases and suppression rules, demographic categories do not always add up to total enrollment and/or citywide totals. NYC DOE "Eligible for free or reduced-price lunch” counts are based on the number of students with families who have qualified for free or reduced-price lunch or are eligible for Human Resources Administration (HRA) benefits. English Language Arts and Math state assessment results for students in grade 9 are not available for inclusion in this report, as the spring 2020 exams did not take place. Spring 2021 ELA and Math test results are not included in this report for K-8 students in 2020-21. Due to the COVID-19 pandemic’s complete transformation of New York City’s school system during the 2020-21 school year, and in accordance with New York State guidance, the 2021 ELA and Math assessments were optional for students to take. As a result, 21.6% of students in grades 3-8 took the English assessment in 2021 and 20.5% of students in grades 3-8 took the Math assessment. These participation rates are not representative of New York City students and schools and are not comparable to prior years, so results are not included in this report. Dual Language enrollment includes English Language Learners and non-English Language Learners. Dual Language data are based on data from STARS; as a result, school participation and student enrollment in Dual Language programs may differ from the data in this report. STARS course scheduling and grade management software applications provide a dynamic internal data system for school use; while standard course codes exist, data are not always consistent from school to school. This report does not include enrollment at District 75 & 79 programs. Students enrolled at Young Adult Borough Centers are represented in the 9-12 District data but not the 9-12 School data. “Prior Year” data included in Comparison tabs refers to data from 2019-20. “Year-to-Year Change” data included in Comparison tabs indicates whether the demographics of a school or special program have grown more or less similar to its district or attendance zone (or school, for special programs) since 2019-20. Year-to-year changes must have been at least 1 percentage point to qualify as “More Similar” or “Less Similar”; changes less than 1 percentage point are categorized as “No Change”. The admissions method tab contains information on the admissions methods used for elementary, middle, and high school programs during the Fall 2020 admissions process. Fall 2020 selection criteria are included for all programs with academic screens, including middle and high school programs. Selection criteria data is based on school-reported information. Fall 2020 Diversity in Admissions priorities is included for applicable middle and high school programs. Note that the data on each school’s demographics and performance includes all students of the given subgroup who were enrolled in the school on November 13, 2020. Some of these students may not have been admitted under the admissions method(s) shown, as some students may have enrolled in the school outside the centralized admissions process (via waitlist, over-the-counter, or transfer), and schools may have changed admissions methods over the past few years. Admissions methods are only reported for grades K-12. "3K and Pre-Kindergarten data are reported at the site level. See below for definitions of site types included in this report. Additionally, please note that this report excludes all students at District 75 sites, reflecting slightly lower enrollment than our total of 60,265 students

In a survey conducted in July 2021 about the whether respondents think that diversity and inclusion in companies and institutions in the United Kingdom had improved or worsened in the last six months, 47.9 percent of the respondents said that it had improved a little, whereas 11.4 percent of respondents said that it had got a little worse.

The Diversity, Equity, and Inclusion (DEI) Consulting Service market has emerged as a vital sector in today's business landscape, reflecting the growing recognition of the importance of fostering inclusive environments within organizations. This market is primarily focused on helping businesses and institutions impl

It is important to identify any barriers in recruitment, hiring, and employee retention practices that might discourage any segment of our population from applying for positions or continuing employment at the City of Tempe. This information will provide better awareness for outreach efforts and other strategies to attract, hire, and retain a diverse workforce.This page provides data for the Employee Vertical Diversity performance measure.The performance measure dashboard is available at 2.20 Employee Vertical Diversity.Additional InformationSource:PeopleSoft HCM, Maricopa County Labor Market Census DataContact: Lawrence LaVictoireContact E-Mail: lawrence_lavicotoire@tempe.govData Source Type: Excel, PDFPreparation Method: PeopleSoft query and PDF are moved to a pre-formatted excel spreadsheet.Publish Frequency: Every six monthsPublish Method: ManualData Dictionary

In financial year 2024, over 24 percent of employees at the National Grid were women, while 18.6 percent were ethnic minorities. The share of both women and that of ethnic minorities has been increasing at the National Grid over the indicated period.

This dataset contains Hospital Supplier Diversity Plans.

As outlined in Health and Safety Code Section 1339.85-1339.87, licensed hospitals with operating expenses of fifty million dollars ($50,000,000) or more, and each licensed hospital with operating expenses of twenty-five million dollars ($25,000,000) or more that is part of a hospital system, shall submit an annual report to the department on its minority, women, LGBT, and disabled veteran business enterprise procurement efforts during the previous year.

Details on reporting requirements can be found in Section 1339.87.

For more on Hospital Supplier Diversity Plans.

Data notes: The information contained in a hospital’s plan on minority, women, LGBT, and disabled veteran business enterprises is provided for informational purposes only.

Suppliers are not required to disclose the above information to hospitals, and therefore not all diverse spending will be accurately identified.

The project utilised a survey methodology, collecting paper and pen survey responses from participants at three time points over the period of a school year. At each time point, the survey explored the relationship between contact experiences and social and soft educational outcomes. The Diversity Effect Project examined the ways in which intergroup interaction experiences happen amongst youth attending ethnically diverse secondary schools, the impact of these interactions on social attitudes and soft educational outcomes, and how teachers might intervene to promote more intergroup relations in the school classroom. Working alongside teachers in each of the four schools involved in the project, the research also designed a bespoke 4-week intervention that aimed to promote more positive social attitudes and better educational outcomes for youth. Within each school, the intervention was implemented either by half of the classes or by all classes. The effectiveness of the intervention was assessed using the third survey time point. The dataset comprises the survey responses from the three matched time points enabling users to examine changes over time as well as the effects of the intervention on social attitudes and soft educational outcomes.

Multiculturalism is a feature of almost every society and yet the value of diversity is highly contested. Despite its potential riches as a means to challenge stereotypes and add cultural value, it is sometimes viewed as a societal problem, associated with tensions, segregation and a clashing of cultures. By focusing on diversity as a problem, however, we have neglected to fully understand how and when diversity is associated with positive outcomes or how these can be embraced. The proposed project aims to address this gap in the literature by addressing under what conditions diversity is associated with social cohesion and educational achievement through the lens of intergroup contact theory. It will examine the extent of ethnic segregation in formal (classroom) and informal (cafeteria) spaces in secondary schools in Bristol, a diverse city in the United Kingdom, to enable an understanding of the relationship between observed behaviours, attitudes and achievement and to establish what can be done to intervene and promote more positive outcomes for all learners. The project will provide both theoretical and methodological contributions. Theoretically, the research will shed light on the compatibility of diversity, education and social attitudes addressing the ESRC strategic priority to promote a Vibrant and Fair Society. Whilst there has been much research which has examined the effects of diversity on wider society and educational outcomes (often in the U.S.), to date these effects have not been evaluated through the lens of intergroup contact theory taking into consider the nature and quality of the interactions occurring within and outside the classroom. As such, the project will develop a new theoretical approach which brings together perspectives from multiple disciplines to gain a holistic understanding of the diversity effect. Methodologically, the project will provide two main innovations. First, it will integrate multiple quantitative and qualitative methods and techniques longitudinally, moving beyond mere self-report of attitudes which is currently a focus in UK social science research on diversity, and in doing so provide a new, multilevel dataset for further research. This will include observations of seating behaviour in different spaces within the target schools, social network analysis and advanced statistical analysis of longitudinal questionnaire responses. Second, it will move beyond observations of the effects and develop a short and easy to implement intervention which will have potential to be scaled up and used across the UK and beyond. To achieve this, the project will work with teachers and other stakeholders in the design, execution, and dissemination of the research at different stages throughout and after the project. The project has potential for wide impact. The findings will inform understandings of diversity and how to best promote intergroup relations and academics for all learners beyond the social psychology and education audiences. This will deepen the evidence base that can inform policy and practice in the UK and internationally. Both local actors as well as international organisations have become increasingly interested in the effects of diversity on society. Examining the value of ethnic diversity will provide valuable lessons for schools and wider society informing strategies to reduce the likelihood of ethnic tensions.

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A cross-national data set of 21 variables was assembled for 212 countries from three sources (Barro and Lee 1994; Gordon 2005; CIA World Fact Book 2005). Our data set includes several proxy measures for national wealth, cultural diversity, social instability (both at national and international levels), and demography. Separate diversity measures were calculated for three different cultural domains, namely language, religion and ethnic groups . In addition, wealth variables (per capita GDP, and GINI, the coefficient of income inequality) were assembled, along with indicators of societal functioning drawn from the literature (especially Barro and Lee 1994), including indices of political rights (PRIGHTSB), revolutions and coups d'états (REVCOUP), and political instability (PINSTAB). Measures of international conflict were extracted from the social science literature, and the following were used: the proportion of the time between 1960-85 the country was involved in an external war (WARTIME), the number of international disputes in which the country was involved (TOTINTDISP), and an index of total military expenditure (TOTMILITEXP). Possible confounding variables such as population size (POPSIZE) and the number of international borders (NBINTBORDERS) were also included.