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A study examined the relationships among source diversity, medium reliance, and nominal issue diversity. Source diversity is defined as the number of categories or classes of sources, and in the study nominal diversity within media (newspapers, television and magazines) was examined. Medium reliance is defined as the perceived usefulness of a given medium for information about issues, while nominal issue diversity is the number of categories or classes of issues considered salient by an individual. A random sample of 223 graduate and undergraduate students at the University of Florida were interviewed. Results suggest positive associations between issue diversity and the following: newspaper diversity, magazine diversity, newspaper reliance and magazine reliance. Television diversity--measured as the number of channels ordinarily watched--was not found to be related to issue diversity. Similar patterns were found between medium reliance and issue diversity. Reliance on magazines and newspapers, but not radio and television, is related to nominal issue diversity. Findings also suggest that media diversity, in combination with motivation, is related to issue domain differentiation. These findings, when integrated with those from previous studies, represent the beginning of a model of issue domain structure and the antecedents of this structure. (A list of 67 sources is provided.) (NKA)

Subjects selected from all the ninth grade intact science classes of a suburban junior high school were assigned to either a control group or one of four intensive instruction groups. The procedures for each instructional group included both watching a discrepant event until six acceptable hypotheses were written and individual discussion during which the investigator evaluated each of the six hypotheses according to standards that reflected the type of reinforcement and instruction the student received. The seven dependent variables determined by this study were: both the quantity and quality of written hypotheses following intensive instruction, both the quantity and diversity of written information search questions following intensive instruction, the diversity of information search questions during the group discussion, and both the quantity and quality of written hypotheses after the group discussion. The conclusions included: (1) participants who received intensive instruction which emphasized either differentiated reinforcement, criteria, or both, generated a higher quality of written hypotheses, following intensive instruction, than participants who received undifferentiated reinforcement or no intensive instruction; and (2) no form of hypothesis generation intensive instruction improves the participants' ability to generate a greater quantity or diversity of written information search questions following intensive instruction. (Author/MH)

Language is not to be considered neutral for it works to establish privileged interpretations of reality that assume the illusion of a shared and natural reality. This study examined how consultants specializing in multicultural organizational interventions construct a particular meaning of "diversity" in their responses to a heterogeneous workforce. Subjects were six human resource development (HRD) consultants selected from three different chapters of the American Society for Training and Development, all between 40 and 50 years old. Individual interviews lasted from 45 to 90 minutes and were audiotaped and later transcribed for textual analysis. W. B. Pearce's conception of a "cosmopolitan communicator" (understanding another by making the other's social reality a part of the communicator's own lived experience) and a semiotic framework were used to analyze the interview data. Results indicated that two primary characters emerged from the texts of diversity consultants: the HRD professional and the trainee. Actions for diversity trainers most often were signified using terms representing the goals or desired outcomes of an intervention. The symbolic codes operate by unfolding narratives through the setting apart of binary oppositions--such as affirmative action/equal employment opportunity (AA/EEO) versus diversity programs, equality versus equity, and dominant versus subordinate cultures. The HRD professionals work as developers of moral good. Findings suggest how the language of diversity and AA/EEO produce two separate, but fundamentally related, perspectives of workplace discrimination. (Twenty-four references are attached.) (RS)

Language is not to be considered neutral for it works to establish privileged interpretations of reality that assume the illusion of a shared and natural reality. This study examined how consultants specializing in multicultural organizational interventions construct a particular meaning of "diversity" in their responses to a heterogeneous workforce. Subjects were six human resource development (HRD) consultants selected from three different chapters of the American Society for Training and Development, all between 40 and 50 years old. Individual interviews lasted from 45 to 90 minutes and were audiotaped and later transcribed for textual analysis. W. B. Pearce's conception of a "cosmopolitan communicator" (understanding another by making the other's social reality a part of the communicator's own lived experience) and a semiotic framework were used to analyze the interview data. Results indicated that two primary characters emerged from the texts of diversity consultants: the HRD professional and the trainee. Actions for diversity trainers most often were signified using terms representing the goals or desired outcomes of an intervention. The symbolic codes operate by unfolding narratives through the setting apart of binary oppositions--such as affirmative action/equal employment opportunity (AA/EEO) versus diversity programs, equality versus equity, and dominant versus subordinate cultures. The HRD professionals work as developers of moral good. Findings suggest how the language of diversity and AA/EEO produce two separate, but fundamentally related, perspectives of workplace discrimination. (Twenty-four references are attached.) (RS)

Language is not to be considered neutral for it works to establish privileged interpretations of reality that assume the illusion of a shared and natural reality. This study examined how consultants specializing in multicultural organizational interventions construct a particular meaning of "diversity" in their responses to a heterogeneous workforce. Subjects were six human resource development (HRD) consultants selected from three different chapters of the American Society for Training and Development, all between 40 and 50 years old. Individual interviews lasted from 45 to 90 minutes and were audiotaped and later transcribed for textual analysis. W. B. Pearce's conception of a "cosmopolitan communicator" (understanding another by making the other's social reality a part of the communicator's own lived experience) and a semiotic framework were used to analyze the interview data. Results indicated that two primary characters emerged from the texts of diversity consultants: the HRD professional and the trainee. Actions for diversity trainers most often were signified using terms representing the goals or desired outcomes of an intervention. The symbolic codes operate by unfolding narratives through the setting apart of binary oppositions--such as affirmative action/equal employment opportunity (AA/EEO) versus diversity programs, equality versus equity, and dominant versus subordinate cultures. The HRD professionals work as developers of moral good. Findings suggest how the language of diversity and AA/EEO produce two separate, but fundamentally related, perspectives of workplace discrimination. (Twenty-four references are attached.) (RS)

Kate Lundquist brought her six kids from Roseau to see the George Floyd memorial this summer. Then she made the decision to move to Brooklyn Park so her children could be exposed to more diversity. "It’s about giving my children a worldview that’s healthy and real," said Lundquist. http://www.ccxmedia.org http://twitter.com/ccxsports http://twitter.com/ccxnews https://www.facebook.com/ccxmedia.org/ CCX Media is on Comcast Xfinity in the Northwest Suburbs of Minneapolis and includes the cities Brooklyn Center, Brooklyn Park, Crystal, Golden Valley, Maple Grove, New Hope, Osseo, Plymouth and Robbinsdale.

There is considerable evidence that greater socioeconomic and racial diversity in schools results in better academic and social outcomes for students. But Duval County is often geographically separated by race and income level. While exploring Duval County school enrollment patterns, it was found that African-American students are much more likely than students of any other race to attend schools that are not racially diverse. More than half (54 percent) of all African-American students are in non-diverse schools, while less than a third (30 percent) of students of any other race attend non-diverse schools. When looking at income data, it was found that among Jacksonville's low-income schools, most (83 percent) are considered racially non-diverse and have African-Americans as the largest group. Geographically, this data shows that many of Jacksonville's low-income and African-American students are isolated in schools on the north and west sides of town, while schools in other parts of town are more racially and socioeconomically diverse -- largely reflecting residential segregation patterns in Jacksonville as a whole. For a variety of reasons, the bottom line is that Jacksonville's low-income African-American students are disproportionately more likely to receive their education in a school that is not racially or economically diverse. Because research states that a lack of diversity comes with negative consequences for academic and social performance, this is a real equity issue. As policy changes are made at the national, state, and county level, the community must continue considering how to reduce economic and social segregation and promote diversity to produce a lasting, positive impact in its schools.

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